Abstract
This research analyzes the influence of reflective teaching on childcare practice by describing the dialogue between a beginning childcare teacher and her more experienced colleagues. The result indicates that this new teacher's reflection can be categorized into three areas. The first is the immediate and reactionary reflection performed unconsciously during incidents with children (reflection in action). The second is the reflection after care-takers have the experiences that exceed their framework on children and examine their practice (reflection on action). The third is the reflection performed consciously during the events of working with children to reconstruct a new framework of childcare. A mutual learning relationship: "Learn together and concern together", is very important among childcare teachers and reflection in such a relationship can help improve their own methods of childcare.
