REFLECTION TIME
Reflective practice, as Leeson suggests, isn't just thinking about if it was successful or not, but WHY was it successful or not. In order to understand where you are headed, you not only need to know where you are coming from but also why you are headed where you're going. What did you learn from this reflection exercise?
A toddler picks up a rock and throws it in a puddle, spraying his mother with the subsequent splash. This action results in a stern look of disapproval, and a quick escort away from any wet areas. A few hours later, another puddle lays between the toddler and his destination. This time, he looks around to make sure his mom isn't in range. His analysis, if accurate, will allow him to jump in this puddle without consequence. With a huge smile and a big leap, in he goes... soaking his dress shoes.
The toddler is well on his way to figuring it all out! He is a critical thinker and reflector, all in an instance! He assess his situation based on passed experiences and acts accordingly. An article titled 'Early years curriculum: funds of knowledge as a conceptual framework for children’s interests,' penned by Helen Hedges, Joy Cullen and Barbara Jordan introduced me to the concept of funds of knowledge. Basically, many of our actions are based on our own personal history; what we've seen, heard, experience etc. Through our past we build up a bank of resources that our near future actions rely on. We call this bank of resources funds of knowledge. Often times we rely on our funds of knowledge to dictate our actions without truly assessing unique situations from all angles. Time for an assignment! But before we continue, please grab a pen and paper.
