Introduction
This essay explores the application of reflective practice in early childhood education (ECE) through the framework proposed by Rolfe, Freshwater, and Jasper (2001). Reflective practice is a cornerstone of professional development in ECE, enabling practitioners to critically assess their experiences and improve their practice. The purpose of this essay is to examine the ‘What? So What? Now What?’ model developed by Rolfe et al., applying it to a hypothetical scenario in an early years setting. The discussion will outline the model’s structure, provide an analysis of its relevance to ECE, and consider its limitations. By integrating theoretical perspectives with practical examples, this essay aims to demonstrate how reflective practice can enhance professional growth and child-centered care.
Understanding the Rolfe, Freshwater, and Jasper Model
The reflective framework by Rolfe, Freshwater, and Jasper (2001) offers a straightforward yet effective approach to reflection, structured around three key questions: ‘What?’ (describing the situation), ‘So What?’ (analysing the significance of the event), and ‘Now What?’ (planning future actions). This model is particularly accessible for practitioners in ECE due to its simplicity and applicability to everyday scenarios. According to Freshwater (2002), reflection is not merely a retrospective exercise but a process of active learning that bridges theory and practice. In the context of ECE, where interactions with young children are dynamic and often unpredictable, such a model encourages educators to systematically evaluate their actions and decisions.
Applying the Model to an Early Childhood Scenario
Consider a scenario where an ECE practitioner notices a child struggling to engage during group storytime, appearing withdrawn and disinterested. Using the ‘What?’ stage, the practitioner describes the observed behavior: the child avoids eye contact, sits apart, and does not participate in discussions. Moving to ‘So What?’, the practitioner analyses the implications of this behavior. This might involve considering whether the child feels overwhelmed by the group setting or if the activity lacks inclusivity. Drawing on research, Vygotsky’s sociocultural theory suggests that children learn best through social interaction tailored to their developmental needs (Vygotsky, 1978). Therefore, the child’s disengagement could signal a mismatch between the activity and their current abilities or interests.
Finally, in the ‘Now What?’ phase, the practitioner plans actionable steps. For instance, they might adapt future sessions by introducing smaller group activities or using visual aids to support engagement. Additionally, consulting with colleagues or referring to early years frameworks like the Early Years Foundation Stage (EYFS) could provide further guidance (Department for Education, 2021). This reflective cycle, as Rolfe et al. (2001) argue, fosters a proactive approach to problem-solving, which is critical in ECE where individualised care is paramount.
Limitations and Considerations
Despite its strengths, the Rolfe et al. model has limitations. It may oversimplify complex situations, lacking depth for addressing systemic issues such as resource constraints or cultural differences in ECE settings. Furthermore, as Gibbs (1988) suggests, reflection requires emotional intelligence and honesty, which the model does not explicitly address. Practitioners might, for instance, struggle with bias when evaluating their actions. Nevertheless, the model remains a valuable starting point for novice educators, providing structure while encouraging critical thinking. Indeed, combining it with other frameworks or peer feedback could enhance its effectiveness in practice.
Conclusion
In conclusion, the reflective model by Rolfe, Freshwater, and Jasper (2001) offers a practical tool for early childhood educators to critically assess and improve their practice. Through its structured stages of ‘What?’, ‘So What?’, and ‘Now What?’, it facilitates a logical progression from observation to action, as demonstrated in the storytime scenario. While it exhibits limitations in addressing deeper complexities, its simplicity ensures accessibility for practitioners at various career stages. Ultimately, reflective practice, supported by such models, is indispensable in ECE, ensuring that educators continuously adapt to meet the diverse needs of young children. The implications are clear: ongoing reflection not only enhances professional skills but also directly benefits child development and wellbeing, aligning with the core aims of the sector.
References
- Department for Education. (2021) Statutory Framework for the Early Years Foundation Stage. UK Government.
- Freshwater, D. (2002) Therapeutic Nursing: Improving Patient Care through Self-Awareness and Reflection. SAGE Publications.
- Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Further Education Unit.
- Rolfe, G., Freshwater, D. and Jasper, M. (2001) Critical Reflection for Nursing and the Helping Professions: A User’s Guide. Palgrave Macmillan.
- Vygotsky, L. S. (1978) Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
