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Firstly, in my many years of being a student in early years settings I have never ever heard a practitioner say 'we can do the job so why do we need to do more' in fact Harris (2014) found that practitioners understood the importance of needing to continuously learn though not all may know it as reflective practice! the writer states that Scahter (2011) memory theory emphasises the importance of reflecting on the here and now and the future however, the writer fails to mention that it is equally important to reflect on the past to helps us better the future, Edgington (2018) suggests that the importance of reflecting on past policies and the development of early years education over the years can help us understand what was posstive and negative about the changes to help us think about what might be made better. Despite some criticisms of this article the author does go on to make a valid point that you can reflect on things for which there is no obvious and Moon (1999) suggests that this may represent reflecting unconsciously as sometimes solutions to these problems can sometimes just pop up. This subconscious reflection is also observed through schon's reflection in action, the process of spontaneously reflecting in the moment and deciding what works best for that situation (Schon, 1983). So readers I leave you with two question: Can we reflect without knowing or thinking about it? Is it more effective than when we are consciously thinking about a situation?

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A brief outline of reflection from a personal and professional perspective, and notes on Dewey and Schon.

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The process of reflection is considered as a 'thought process' as it enables learners and also professionals to look back at past events and their actions and considering the ways they can make changes. Schon had the idea that  there are two forms of reflective practice including reflection on action, and reflection in action. Reflection on in action is the way a learner looks back on what has been done and asking reflective questions. Reflection in action is describes as 'thinking on your feet' and changing an activity or event as it is happening.

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Reflective practice is described as looking at your reflection in water and thinking ‘is that me?’ or ‘is that what i want to be like?’ meaning do you see someone who does not need to change or someone who can improve for the better. To better on reflective practice, people needed someone else alongside them to point out the things that may go unnoticed but will also help practice.

Dewey (1933) originally came up with a definition for reflection and schon (1983) developed the definition and created ‘Reflective practice’.

Reflective practice is also known as ‘thought process’ which includes looking back at events and asking yourself about what you have done. Reflection involves self-assessment and self-appraisal.

The brain processes around 50000 thoughts a day, the brain also contains a solution database which allows you to think about how to solve problems by thinking what you have done previously and how it will help for the future.

The reflective pyramid contains three points that allows reflective practice to be effective:

The top: what you think personally

Middle: what you share with your colleagues and peers

The bottom: research and theoretical understanding

Kolb’s reflective cycle:

1. Concrete experience

2. Reflect on the experience

3. Abstract conceptualisation- learning from your experience

4. Active experimentation- planning/trying out what you have learned

Gibbs’ reflective cycle:

1. Description of what happened

2. What are your feelings towards the event?

3. Evaluate what was good and bad about the experience

4. Analyse the situation

5. Conclude what else could be done

6. Create an action plan of what could be done for the future