We regularly reflect on our work to make learning better for your child.
At Dubbo Early Learning Centre, we believe great teaching comes from thoughtful reflection. That means we pause often to ask: What’s working? What can we improve? Are we meeting each child’s needs in the best way we can?
We reflect as a team
Each week, our educators come together to reflect on the week’s experiences. Everyone has a voice—whether they’re a student, assistant, or experienced team member. We look closely at what’s happening in each room, how children are engaging, and what changes might help support learning.
When we noticed children losing interest in a group project, we paused and rethought the experience. We added more movement and sensory play. The children re-engaged—and the project took off in a new direction.
We make changes based on what we learn
Reflection leads to action. After noticing that large group times were overwhelming for some children, we introduced smaller group experiences and more flexible transitions. When a child was withdrawing from busy areas, we created a calm sensory space—soon it became a favourite self-regulation spot for others too.
Our outdoor play spaces have also changed through reflection. When children weren’t engaging much with fixed equipment, we added loose parts like crates, planks, and fabric. Open-ended play flourished.
We challenge our own routines and habits
We encourage each other to ask, “Why do we do it this way?” This might lead to rethinking things like group time locations, language we use when speaking to children, or whether all children really need to lie down at rest time. It keeps our practices inclusive, responsive, and fresh.
Sometimes change comes from quiet voices—like a casual note in a shared reflection journal or an anonymous question in our reflection box. These small contributions often lead to big shifts in how we approach teaching.
We involve families in our reflections
Your voice matters too. When families share feedback, we reflect on it together. A parent mentioning their child’s love of cooking led to weekly group cooking sessions. Another parent’s concern about too much screen use helped us revise our technology approach and improve our communication around it.
We also reflect on what families want to see—like more cultural inclusion or better daily updates—and we adjust accordingly. The foyer display board, now showing photos and highlights each day, came from a family suggestion.
We reflect on the “why,” not just the “what”
It’s not just about changing activities—it’s about understanding the bigger picture. We regularly talk about the theories that guide our work, such as Vygotsky’s focus on learning through relationships, or Bronfenbrenner’s emphasis on the importance of environment and family. These conversations help us stay grounded in what matters most: children’s growth, wellbeing, and voice.
Critical reflection is how we grow—individually and as a team. It ensures that our program isn’t static, but always evolving to meet the needs of your child and our community.