From the book J.A. Moon ((2004). A Handbook of Reflective and Experiential Learning; Theory and Practice. ISBN 0-415-33515-9 or 0-415-33516-7, I have summarised Chapter 6, definitions of reflection and reflective learning 82-89

A Handbook of Reflective and Experiential Learning

Reflection and reflective learning

• `Common-sense view of reflection': no more than a form of thinking
  • Reflect to achieve outcome or simply `be reflective', and an outcome might then be unexpected --> outcome in terms of learning, action or clarification
    • Re-organizing knowledge and emotional orientations in order to achieve further insights.
    • Largely based on the further processing of knowledge and understanding that we already possess.
    • Evidence of learning or change of behaviour may be expected to result from the process of reflection.

Development of the common-sense view`

“An element of the structure

5Rs framework is developed by Bain et al (2002) to help students to understand what is involved in (self-)reflection. It is an acronym and therefore, easy to remember. Furthermore, when applied correctly it guides you to create depth in your written reflection assignment.

5R's in Reflection

“means by which we make sense of experience in relation to self, others, and contextual conditions, as well as reimaging and/or planning future experience for personal and social benefits” (Ryan, 2013, p. 145). ​

R1: Reporting

• Every reflection process starts with an experience. Describe what has happened in detail including emotions, thoughts or behaviours of yourself and others involved

R2: Responding

• It helps you to explore what made you think, feel or behave this way. The responding process includes 3 elements:
  • Draw attention to significant aspects of and/or feelings felt during the experience --> make a choice to narrow

This is the Chapter 12 of the book How Children Develop (Robert Siegler, 1st Edition). Which is content for the exam of the Theory component of Module 2 (Social Behaviour) of the University of Twente, in the Netherlands.

Ch. 12: Influence of family on development children

Family structures:

Number of relationships and members of households

• Increase number of single parents --> tendency to be found below the poverty line
• Older parents --> increased financial resources
• Grandparents present household --> negative effects on development
• Decreased family size --> increase birth control, women’s work ambitions, and divorce
• Teenager pregnancies --> weak parenting skills -->
  
  • Disorganized attachment style
  • Weak impulse control
  • Delay cognitive development
  • Increased chance of delinquent behaviour and sexual behaviour

Parents same sex:

Children don’t differ