Professional Development of Early Childhood Teachers Through Reflective Practices

Abstract

Reflective practices in early childhood education (ECE) are critical for enhancing children’s learning outcomes and supporting teachers’ professional development. This study employed an explanatory sequential mixed-methods design to examine the relationship between teachers’ reflective practices and their professional development in ECE settings. The quantitative phase involved 196 private-sector ECE teachers who completed an adapted survey questionnaire. The subsequent qualitative phase explored teachers’ lived experiences through semi-structured interviews with six early childhood teachers to further explain the quantitative findings. Quantitative results indicated a significant positive relationship between teachers’ reflective practices and their professional development. Specifically, self-assessment, documentation, and parental interaction were identified as key reflective practices that promote professional growth among ECE teachers. Qualitative findings supported these results, revealing that the consistent use of reflective practices enhances teachers’ professional competencies and reflective awareness. The study recommends the systematic integration of reflective practices in early childhood education, as they contribute to improved teaching quality and sustained professional development.