Education and Teaching in Early Years from International Perspectives (ETEIP) Project - Being a Reflective Early Years Educator (EYE) Manual for Mobility Visits

This two-year ETEIP Project aims to support Early Years Educators' (EYE) use of reflection to improve professional practice and ECEC provision through exploration of international perspectives while on mobility visits and job-shadowing experiences in England, Norway, Spain and Sweden. Project uses reflective theories and models of Schön (1983), Pollard (2019), Brookfield (2017), Moon (2007) to recognise how reflection can develop 'professional thinking' challenging EYE educational assumptions, pedagogical approaches and comparing ECEC provision to improve practice. Conceptual framework draws upon Dewey (1933), Schön (1983) and Pollard (2019) use of developing 'professional thinking' to challenge EYE 'routine actions' in practice. Engagement in shared reflection of the experiences challenging assumptions and provides alternative perspectives from which to develop new strategies (Brookfield, 2017). Project used a qualitative interpretative paradigm with a case study (Cohen, Manion & Morrison, 2011) evaluative approach. 2 focus groups were undertaken at the end of each mobility visits (4) with 16 EYE. Construct categories for coding are being used to identify key themes(Cohen, Manion & Morrison, 2011). Evaluative approach used for project, ethical guidance BERA (2018) adhered to with informed consent given by EYE with identities anonymised. Preliminary findings identify that the use of reflection during the mobility visits has challenged EYE assumptions and perspectives of practice, enabling identification of strategies for improvement. The use of reflection within the project provides EYE with a framework from which to share experiences and explore international perspectives. The reflective materials/tools provided support EYE reflection into their provision and practice creating new possibilities and prespectives.