Reflection is a vital part of learning, and yet in early childhood, research work on reflection is most commonly on that undertaken by teachers, and not children. This article draws from a participatory study showing how creative research methods and somatic movement enabled 22 children aged 4–11 to reflect on their experiences and document their reflections, and report findings for children aged 4–8. The aim of the research was to encourage the children to reflect deeply on their experiences, and to generate rich data. These data were used at the end of the study to stimulate discussion. The children demonstrated that they were able to reflect and articulate their experiences of the pressure to be right, the processes of journaling and drawing and reflection itself. The study used a variety of methods including journaling, drawing, mark-making and modelling as part of regular sessions of somatic movement exploration and education over 2 years within the school day.

中文翻译：

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使用创造性的研究方法和动作来鼓励儿童反思

反思是学习的重要组成部分，然而在幼儿期，关于反思的研究工作通常是由教师而不是儿童进行的。本文来自一项参与性研究，该研究显示了创新的研究方法和身体运动如何使22至4岁的11岁儿童反思自己的经历并记录他们的反思，并报告4至8岁儿童的发现。这项研究的目的是鼓励孩子们对自己的经历进行深刻反思，并产生丰富的数据。在研究结束时使用这些数据来激发讨论。孩子们表现出他们能够反思和表达自己对正确压力，日记，绘画过程和反思本身的经历。该研究使用了多种方法，包括日记，绘图，