| Abstract [eng] |
Reflection, as a key component of the educational process, strengthens the child’s sense of identity, self-awareness, and ability to learn consciously. Although the theoretical foundations of reflection are widely studied in educational science, its practical application in the context of preschool education remains fragmented and under-researched. The aim of this study is to reveal how preschool teachers understand, apply, and model the reflection process in educating 4–5-year-old children, to reveal the role of reflection between pedagogical action and conscious perception of education. The study is based on a qualitative methodology, applying the semi-structured interview method and the principles of qualitative content analysis. The study involved preschool teachers and educational support specialists working with 4–5-year-old children. Data analysis made it possible to identify the fundamental directions of the concept and application of reflection in pedagogical practice. The results of the study showed that reflection in preschool education acts as a link between action and awareness, that is, a process that allows both the teacher and the child to reflect on and transform the educational experience. It manifests itself through emotional awareness, self-assessment, professional growth, and adaptation of activities to the needs of children. Reflective practices integrated into daily education promote children’s metacognitive and emotional abilities, strengthen their self-awareness and motivation for learning, and provide teachers with the opportunity to purposefully improve their professional practice and improve the quality of education. |
