Reflection of pedagogical practice in kindergartens: dimensions and its significance for professional development

摘要

The following paper presents the theoretical analysis of the reflection activityudand the reflection process of pedagogical practice in kindergartens. Moreover,uddifferent dimensions of reflection, direction and the level of reflection areudpresented. Useful aspects of reflection are based on elements of the ReggioudEmilia Approach and analysed from the perspective of professionaluddevelopment of preschool staff. Professional reflection is a way of thinkingudabout pedagogical action from a certain temporal or situational distance orudcontemplations about past or current knowledge and work experience. Typicaludfor reflection is personal involvement, subjectivity, (self)criticism andudexpression at the personal level of experiencing things. Reflection requires audsufficient amount of (self)criticism and readiness to change or improveudpedagogical practice. The professional role and the professional self-concept ofudpreschool staff are formed based on reflection, which is also the basis for selfevaluationudof preschool staff and educational institutions as such. Without anudin-depth reflection and systematic reflection of one’s own pedagogical practice,uda critical and genuine perception of the self as a competent implementor ofudpedagogical work is not possible, as this is the basic prerequisite forudprofessional development of each practitioner and for self-evaluation ofudeducational institutions.udThe field of reflection recognizes different dimensions: content levels anduddifferent orientations. Reflection can occur at the level of reporting,udinterpretation, real reflection and at the level of integration of personal andudprofessional reflection. Professional reflection can help identify technical andudpersonal orientation and orientation towards problems and criticism. The mostudin-depth level of reflection refers to the personal mission of individual preschooludteachers, their ideals and moral objectives and captures a person’s coreudqualities.udA mission to educate children so that their self-esteem develops, is linked withudcore qualities such as sensitiveness, empathy, respect and considerateness,udwithout which the real professionalism of preschool staff cannot develop.