Presentation Schedule
Conceptualizing Critical Reflection for Culturally Sustaining Pedagogy in Early Childhood Education: A Systematic Review (108908)
Monday, 15 June 2026 16:30
Session: Poster Session
Room: Auditorium Foyer (B1F)
Presentation Type:Poster Presentation
The importance of critical reflection has been extensively discussed in the teacher education literature that focuses on social justice in early childhood education. This systematic review was designed based on an analysis of previous secondary research (e.g., Romijn et al., 2021; Philp-Clark & Grieshaber, 2024) to shape forward-thinking research questions that explore the theoretical scope, defining elements, intervention design features, and impact of critical reflection-enhanced interventions with early childhood education professionals. Empirical research indexed in EBSCO, ProQuest, Taylor & Francis, ERIC, SAGE, and Web of Science, or in Google Scholar via Publish or Perish, was synthesised. We included studies reporting empirical research published in peer-reviewed English-language journals between January 2005 and May 2025 on interventions for pre-service or in-service ECE teachers that utilise critical reflection for culturally sustaining pedagogy purposes. The studies were assessed for quality using the CASP Qualitative Studies Checklist (CASP, 2024). A mixed-methods approach was used. 33 publications were identified for data extraction and synthesis, predominantly aimed at pre-service teachers, published by authors from North America, and using qualitative research methods. Key findings highlighted a prevalence of individual courses, most of which included traditionally structured interventions. These interventions showed a reduced impact at the sociostructural level, a key element of critical reflection. Our review enhances the field by developing an evidence-based model that clarifies terminology and practical aspects of facilitating critical reflection. It emphasizes the importance of long-term, group-oriented, program-wide, and community-embedded interventions.
Authors:
Alexandra Anton, Åbo Akademi University, Finland
Emmanuel Acquah, Åbo Akademi University, Finland
Juli-Anna Aerila, University of Turku, Finland
Nancy Commins, University of Colorado Denver, United States
About the Presenter(s)
Ms Alexandra Anton is a University Doctoral Student at Åbo Akademi University in Finland
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