Have you ever wondered what makes a learning program effective in early childhood education? My ECE students and colleague educators often confuse two important, yet misunderstood processes: reflection and evaluation. While they might sound similar, both are part of the EYLF planning cycle, they actually are not. Understanding the difference between them—and how they play unique roles in the planning cycle—can transform how educators approach their work. Let’s explore these concepts with some practical examples to clarify how each process contributes to high-quality educational practice.
In the context of the Early Years Learning Framework (EYLF) 2.0, reflection and evaluation are distinct but interconnected processes within the planning cycle for early childhood education. Both are essential for developing a high-quality program responsive to children and families, but they serve different purposes and focus on different aspects of practice. Here’s my attempt at explaning reflection and evaluation based on the EYLF 2.0, the Educators’ Guide to the EYLF, information from the ACECQA (Australian Children’s Education and Care Quality Authority) website, and insights from textbooks, like Kearns (2017) and Arthur et al. (2018)
Reflection as Part of the Planning Cycle
Let’s start with Reflection first. Reflection involves educators critically thinking about their practices, decisions, interactions, and the learning experiences they provide. It is a continuous process that encourages educators to question and examine their assumptions, beliefs, and the outcomes of their teaching strategies (Kearns, 2017).
The primary purpose of reflection is to consider what is happening in the learning environment, why it is happening, and how it can be improved. It allows educators to think about their experiences, and identify what worked well, what didn’t, and why (Arthur et al., 2018).
Reflection focuses on understanding the process of teaching and learning. It involves considering various aspects such as relationships, engagement, inclusivity, the effectiveness of learning experiences, and the use of resources. It’s about examining the how and why of what is happening (Kearns, 2017).
Reflection prompts questions like:
- What were the children’s responses to the learning experiences?
- How did the environment support or hinder learning?
- What was my role, and how did it impact children’s learning?
- What assumptions did I make, and were they valid?
This is an example of critical reflection
Reflection is ongoing and occurs throughout the planning cycle. It isn’t limited to a specific point but is instead a continuous mindset and practice that guides educators in making informed, responsive decisions (ACECQA, 2021).
Evaluation as Part of the Planning Cycle
Evaluation involves assessing the effectiveness of the overall program and specific learning experiences against set goals and objectives. It is more structured and focuses on measuring outcomes against predetermined criteria (Arthur et al., 2018).
The primary purpose of evaluation is to determine the extent to which the educational program and learning experiences have achieved the desired outcomes for children’s learning and development. It helps educators understand the effectiveness of their planning and implementation (ACECQA, 2021).
Evaluation focuses on the outcome of the teaching and learning process. It assesses children’s progress and achievements concerning the learning goals outlined in the EYLF outcomes. Evaluation looks at whether the objectives set for individual and group learning have been met (Arthur et al., 2018).
Evaluation involves questions like:
- Did the children achieve the intended learning outcomes?
- Were the goals set at the beginning of the planning cycle met?
- What evidence do I have of children’s learning and development?
- How can the program be adjusted to better meet the needs of all children?
Evaluation typically occurs at the end of a planning cycle or after specific learning experiences have been implemented. It is a systematic process that reviews and assesses the effectiveness of the program and practices (Kearns, 2017).
Evaluation vs Reflection (early childhood education) key differences
Reflection is a reflective, introspective process focusing on the process and practice, while evaluation is more objective and outcome-focused (Kearns, 2017; Arthur et al., 2018).
Reflection is about understanding and improving the process (how and why things are done), while evaluation is about assessing outcomes (what was achieved).
Reflection happens continuously and can occur at any stage of the planning cycle, while evaluation is more structured and typically occurs after the implementation of a program or learning experience (ACECQA, 2021).
Reflection is more about personal and professional growth, understanding the learning process, and improving practice. In contrast, evaluation is about measuring effectiveness against goals and making evidence-based decisions about future planning.
Application in Practice
Using both reflection and evaluation as part of the planning cycle allows you, as educators can create a dynamic and responsive curriculum/ program. Reflection helps educators adapt and respond in real-time to children’s needs and interests, while evaluation helps in understanding long-term progress and decide whether the educational program is effective at all. Are you teaching what you are supposed to? Are children learning from you intended? Together, they ensure continuous improvement in both teaching practices and learning outcomes for children (Arthur et al., 2018).
I hope this post will help you to understand the difference between reflection and evaluation!
Your Storykate
References
ACECQA. (2021). The Educators’ Guide to the Early Years Learning Framework (EYLF). Australian Children’s Education and Care Quality Authority. Retrieved from https://www.acecqa.gov.au
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2018). Programming and planning in early childhood settings (7th ed.). Cengage Learning.
Kearns, K. (2017). Frameworks for Learning and Development (5th ed.). Cengage Learning Australia.
