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Abstract

The purpose of this paper is to describe an action research project in our university childcare centre that focused on the nature of the reflective process. The project originated with the childcare centre director's concern for providing more professional development for her staff. In discussion with the vice-chair of the centre, who was at the time a researcher in early childhood at the university (and also the first author of this paper), ideas emerged that were then discussed with the staff. A graduate student at the university, also an educational practitioner (and the second author of this paper), expressed interest in the project and became part of the group.

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