ABSTRACT
This chapter problematises the concept of critical reflection and consider its uses and limitations from a multi-disciplinary perspective. It explains about the use of critical reflection in the workplace and higher education. Students in postgraduate higher education, are most likely familiar with the early contributors to the development of the terms reflection and critically reflective practice. Higher education encapsulates its purpose as it emphasises the development of students' abilities and skills to think in a critical manner. Early Childhood Studies provide a space for students to reflect upon the ways in which theory relates to practice and, as a result of their growing professional confidence, practitioners are able to engage in critical reflections. MacNaughton argues that through critically reflective questioning it is possible to analyse the micro-politics of power in early childhood education and care settings to bring about change. Work-based learning in particular, exposes the student to public scrutiny and self-surveillance, becomes a new and modern form of confession.
