ABSTRACT
In the introductory paragraphs to this chapter, Susan Twombly describes a process of reflective practice that is critical for teachers (and administrators) who work with young children and families. As the entire center community considered revising their food policies, Susan, their director, wanted “changes to come from an examination of [their] values and intentions” (p. 59). Indeed, she emphasized that the food policy was not as important as the process of understanding their “thoughts and feelings” about the topic (p. 59). Twombly and her staff had the courage to extend their reflection through “pedagogical documentation to policies and practices that affected their staff and parents directly” (p. 59). She talked about how reflection has helped the center staff become more intentional about their classroom practices.
