Introduction
This essay presents a personal reflective account of my journey as a student in the field of Children and Young People studies. Reflective practice is a critical tool for personal and professional development, allowing individuals to critically assess their experiences, identify strengths and weaknesses, and plan for future growth (Schön, 1983). In this context, the purpose of this essay is to explore my learning experiences, challenges, and evolving understanding of key issues related to children and young people, particularly in areas such as safeguarding, child development, and family dynamics. The reflection will draw on theoretical frameworks and academic literature to provide a structured analysis of my development, while also considering how these experiences have shaped my perspectives and future aspirations. The essay is divided into three main sections: my initial motivations and expectations, key learning experiences and challenges, and the impact of these experiences on my personal and professional outlook. Through this reflective process, I aim to demonstrate a sound understanding of the field and limited but growing critical awareness of its complexities.
Initial Motivations and Expectations
When I began my studies in Children and Young People, my primary motivation stemmed from a deep-seated interest in supporting vulnerable individuals and contributing to positive societal change. I was particularly influenced by media portrayals of child welfare issues, such as neglect and abuse, which ignited a desire to understand systemic failures and protective mechanisms. Initially, I expected the course to provide clear-cut answers to complex social problems, assuming that theoretical knowledge would directly translate into practical solutions. However, as Gibbs (1988) suggests in his reflective cycle, initial assumptions often require reevaluation through experience and critical thought. I quickly realised that the field is far more nuanced, with competing perspectives on child welfare and development. For instance, I entered the course with a somewhat idealistic view of intervention, believing that professionals could easily ‘fix’ family issues. This perspective was challenged early on when I encountered literature highlighting the limitations of intervention due to resource constraints and ethical dilemmas (Munro, 2011). Reflecting on this now, I see how my early naivety reflected a lack of critical engagement with the broader socio-political context, an area I have since worked to address.
Key Learning Experiences and Challenges
Throughout my academic journey, several learning experiences have been pivotal in shaping my understanding of children and young people. One significant moment was engaging with Bronfenbrenner’s ecological systems theory (1979), which frames child development as influenced by multiple interconnected systems, from family to societal structures. This theory broadened my perspective, helping me appreciate the complexity of issues such as poverty and its impact on child outcomes. For example, during a seminar discussion on safeguarding, I reflected on how socioeconomic deprivation often correlates with higher rates of child protection referrals (Bywaters et al., 2016). This insight was both enlightening and humbling, as it underscored the limitations of individual-level interventions when systemic inequalities persist.
However, this learning process was not without challenges. One notable difficulty was balancing emotional engagement with professional detachment when studying sensitive topics like child abuse. During a case study analysis, I found myself deeply affected by accounts of neglect, which initially hindered my ability to critically evaluate the material. According to Kolb’s (1984) experiential learning cycle, encountering such emotional responses is a natural part of reflective learning, providing an opportunity to transform experience into knowledge. With guidance from tutors and peers, I began to develop strategies to manage these reactions, such as focusing on evidence-based solutions and maintaining a solution-oriented mindset. Furthermore, I struggled with academic skills, particularly referencing and structuring arguments. Although I have improved through feedback, I acknowledge that my critical analysis remains limited, often relying on descriptive rather than evaluative approaches—a recognised characteristic of early-stage learning (Cottrell, 2019).
Another key challenge was applying theoretical knowledge to real-world contexts. During a group project on family support services, I found it difficult to reconcile academic theories with the practical constraints faced by practitioners, such as underfunding and high caseloads. This experience highlighted the applicability of theory but also its limitations, as real-world practice often demands pragmatic compromises (Thompson, 2016). Reflecting on this, I have begun to appreciate the importance of adaptability and resilience, qualities I aim to cultivate further as I progress in my studies.
Impact on Personal and Professional Outlook
The cumulative effect of these experiences has profoundly shaped my personal and professional outlook. Initially, I viewed the field through a narrow lens, focusing on individual responsibility and direct intervention. However, engaging with literature on systemic issues, such as social policy and inequality, has broadened my perspective, fostering a more holistic understanding of children’s well-being (Bywaters et al., 2016). I now recognise that effective support for children and young people requires collaboration across sectors and a critical awareness of structural barriers—an insight that aligns with the multidisciplinary nature of the field.
On a personal level, this journey has encouraged greater self-awareness and emotional maturity. Confronting challenging topics has taught me the value of empathy, not only for the children and families I hope to work with but also for myself as a learner. Indeed, acknowledging my limitations, such as my developing critical thinking skills, has been a humbling yet motivating process. Professionally, I aspire to contribute to child welfare, potentially in a safeguarding role, and my experiences have reinforced the importance of continuous learning and reflection in achieving this goal (Schön, 1983). Moreover, I have identified key areas for improvement, such as deepening my research skills and engaging more critically with primary sources. These goals will guide my academic and professional development moving forward.
Conclusion
In conclusion, this reflective account has explored my evolving understanding of issues related to children and young people through the lens of personal experience and academic learning. From initial idealism to a more nuanced appreciation of systemic complexities, my journey has been marked by significant growth, albeit with ongoing challenges in critical analysis and emotional resilience. Key theories, such as Bronfenbrenner’s ecological model, have provided a framework for understanding child development, while practical challenges have highlighted the limitations of theory in real-world contexts (Bronfenbrenner, 1979). Reflecting on these experiences has not only enhanced my self-awareness but also clarified my future aspirations in the field of child welfare. The implications of this reflection are twofold: firstly, it underscores the importance of continuous learning and adaptability in addressing complex social issues; secondly, it highlights the need for a balanced approach that integrates empathy with professional rigour. As I continue my studies, I remain committed to building on these insights, striving for greater critical depth and practical competence in supporting children and young people.
References
- Bronfenbrenner, U. (1979) The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press.
- Bywaters, P., Brady, G., Sparks, T., and Bos, E. (2016) Child welfare inequalities: New evidence, further questions. Child & Family Social Work, 21(3), pp. 369-380.
- Cottrell, S. (2019) The Study Skills Handbook. 5th ed. Macmillan Education.
- Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Further Education Unit.
- Kolb, D. A. (1984) Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
- Munro, E. (2011) The Munro Review of Child Protection: Final Report. Department for Education.
- Schön, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action. Basic Books.
- Thompson, N. (2016) Anti-Discriminatory Practice: Equality, Diversity and Social Justice. 6th ed. Palgrave Macmillan.
(Note: The word count for this essay, including references, is approximately 1,050 words, meeting the required minimum of 1,000 words.)
