ABSTRACT
This chapter focuses on exploring and understanding the role of creative professional inquiry, understanding reflection, reflexivity, and reflective practice in the early years, the various reflective opportunities available, exploring the concept of 'thinking' and creative reflective practice and their approaches. Reflection on practice is a much-embedded mantra in education and a vital aspect of working with young children. It is agreed that all early years practitioners must be knowledgeable in child development, research, and best practices in order to take on a more effective role in children's learning. The research explores the concept and practices of creative reflection developed in a teacher education programme to enhance the model of reflective practice. Creative mind-mapping – humans have a tendency to think in multi-dimensional ways – that is, with lots of thoughts occurring simultaneously, triggering further ideas. Always share our stories, they become more powerful in our professional inquiry, confidence, practice, and in turn creativity.
