Abstract:
Critical reflection using a growth mindset can enhance personal and professional development. The new updated Australian Early Years Learning Framework v2 (AGDE, 2022) identifies critical reflection and ongoing professional learning as a principle of a high-quality program central to engaging learners. Educators engage in critical reflection by integrating diverse perspectives such as philosophy, theory, ethics, and practice to make informed pedagogical choices that enhance the quality of teaching and learning.
The updated Early Years Learning Framework (EYLF) Outcome 4 also emphasises nurturing children's growth mindset for lifelong learning supported by teachers understanding and active demonstration of a growth mindset. Mindsets are the beliefs you have about your intelligence and abilities and influence thoughts, behaviour and actions. By embracing a growth mindset through honest self-reflection, educators can actively seek new ideas and perspectives, allowing them to expand their ways of thinking.
This project aimed to develop a ‘critical reflection through a growth mindset’ model. Ten early childhood leaders in schools were invited to engage in a robust culture of critical reflection that utilised building a growth mindset in themselves and others to assist in solving problems contextualised to their setting.
Employing a participatory action research approach, the project facilitated a community of practice among the leaders, involving cycles of reflection, action, and evaluation. Data collection methods included pre and post-interviews, and photovoice, wherein participants created visual narratives to depict their experiences throughout the action research process. The images and narratives underwent three stages of analysis from participant and researcher-driven perspectives. Themes from photovoice and interviews were developed to inform the development of a model.
The model reflects the action research process educators engaged in to transform practice using a growth mindset addressing contextual issues from the EYLFv2 (AGDE, 2022). Participants used a growth mindset to overcome system and process challenges, receiving feedback, and leading staff. Leaders' professional practice was enhanced through this innovative model, designed to support educators' critical reflection with a growth mindset. Future research may include the application of the model to early childhood educators in early education and care settings.
The updated Early Years Learning Framework (EYLF) Outcome 4 also emphasises nurturing children's growth mindset for lifelong learning supported by teachers understanding and active demonstration of a growth mindset. Mindsets are the beliefs you have about your intelligence and abilities and influence thoughts, behaviour and actions. By embracing a growth mindset through honest self-reflection, educators can actively seek new ideas and perspectives, allowing them to expand their ways of thinking.
This project aimed to develop a ‘critical reflection through a growth mindset’ model. Ten early childhood leaders in schools were invited to engage in a robust culture of critical reflection that utilised building a growth mindset in themselves and others to assist in solving problems contextualised to their setting.
Employing a participatory action research approach, the project facilitated a community of practice among the leaders, involving cycles of reflection, action, and evaluation. Data collection methods included pre and post-interviews, and photovoice, wherein participants created visual narratives to depict their experiences throughout the action research process. The images and narratives underwent three stages of analysis from participant and researcher-driven perspectives. Themes from photovoice and interviews were developed to inform the development of a model.
The model reflects the action research process educators engaged in to transform practice using a growth mindset addressing contextual issues from the EYLFv2 (AGDE, 2022). Participants used a growth mindset to overcome system and process challenges, receiving feedback, and leading staff. Leaders' professional practice was enhanced through this innovative model, designed to support educators' critical reflection with a growth mindset. Future research may include the application of the model to early childhood educators in early education and care settings.