To explore how improvement can come from collecting evidence of our practice

Aim

To explore how improvement can come from collecting evidence of our practice.

Evidence and reflection

The key to this process is to create a focus and to consider what evidence is required in order to make judgements about how to proceed. For example, we may be considering the progress of a particular child in a particular area of learning, or analysing the effectiveness of a method for encouraging group work. Whatever your focus, the stages we will consider are:

1. Which facet of setting life should be investigated and why?
2. What evidence to collect, and how?
3. How can we analyse, interpret and apply the findings?

This may seem rather formal, but these are all things to think about in any situation where practice is being evaluated.

To start with, pick a small issue or dilemma and see if you can construct a plan for evidence-gathering, on which you can base subsequent action.

Extension

Generally, practitioners focus their setting-based research and development activity on an individual child or group of children. Is there a part of the learning environment that you would like to change? How will the evidence base change for such work?

More in this chapter

• To deepen collaboration with colleagues
• To review experienced dilemmas
• To plan to conduct a small piece of research in your setting
• To support critical engagement with policy documents
• To consider what you have taken from what you have read and understood about reflective practice