The purpose of this research was to study self-reflection ability of early
childhood graduate students by using contemplative observation method.
Participants were 8 graduate students who enrolled in the Assessment of Young
Children’s Development and Learning Course. Research duration was 13 weeks, 3
hours per week. Each session consisted of 2 hours practice: contemplative
observation practices and group dialogue and 1 hour lecture. There were 4 steps of
learning processes including step 1 practicing observation which comprised of 2 types
of contemplative observation practices: self-observation, i.e., dancing meditation,
stillness meditation, flower arrangement, painting, clay modeling, and mandala
drawing, and external observation, i.e., stone, plant, and a child, step 2 dialoguing,
step 3 learning on assessment concepts, and step 4 reviewing and reflecting on the
experiences. Research tools were self-reflection analysis form and semi-structure
interview form. Pre and post study in-depth interviews were conducted
accompanying with participants’ individual journal writing. Trusthworthiness was
done by using triangulation of data gathering and peer review with co-lecturer.
Content analysis was used to analyze the data. Research findings were as followed;
Self-reflection abilities of all participants had been increased after this
research. Moreover, they reflected that self understanding were increased including
the ability of being presence and concentration. Contemplative observation raised
both academic achievement and self awareness.