In OSHC, reflection is powerful — but the real magic happens when reflection leads to
action.
And one of the simplest, most effective ways to make that happen? Ask better questions.
Questions are the bridge between thinking and doing. They shift reflection from “what happened” to “what can we learn from this?” and help teams move from compliance-driven checklists to genuine curiosity about practice.
Under the
National Quality Standards, educators are expected to critically reflect on their programs and practice (Element 1.3.2). But reflection isn’t meant to stop at description — it should challenge us to think differently, to make changes, and to improve outcomes for children.
The My Time, Our Place v2.0 framework echoes this idea through its emphasis on inquiry, agency, and shared meaning-making. When educators ask thoughtful questions — of themselves, of each other, and of children — they activate those principles in real time.
Questions help us connect:
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Philosophy to practice – “How does this decision reflect our values?”
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Observation to planning – “What might this tell us about children’s interests or needs?”
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Reflection to improvement – “What can we do differently next time?”
The goal isn’t to find the perfect answer, but to build a habit of thinking deeply together.
Many teams already have reflection in their routines — quick chats at the end of the day, team meetings, QIP notes. But without the right questions, those reflections can stay surface-level.
Here’s one way that demonstrates the shift:
What was happening for the children during this experience?
What contributed to the outcome we saw?
How can we improve next time?
What does this tell us about our values, decisions, and impact?
How can we improve next time?
What does quality look like for our service, and how do we know?
The right questions invite curiosity — and curiosity fuels action.
Here are five ways to use better questions in everyday OSHC practice:
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1. Start team meetings with one reflective prompt.
Example: “What learning did we see this week that surprised us?” This frames the meeting as a space for shared learning, not just updates.
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2. Use reflection boards in staff areas.
Write a weekly question for educators to add thoughts or examples to. Keep it simple and visible.
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3. Model inquiry with educators.
When mentoring or supporting others, swap “telling” for “asking”:
o Instead of: “Next time, try…”
o Say: “What might happen if we approached that differently?”
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4. Include children’s voices.Ask children reflective questions too:
o. “What do you enjoy most about this space?”
o “How could we make this activity even better?”
Their answers often reveal what truly matters to them — and that’s where meaningful program change begins.
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5. Link questions to your philosophy and QIP. Regularly revisit your service philosophy and ask: “How are we living these statements in our everyday interactions?”
These small shifts can transform reflection from an isolated exercise into a living, collaborative culture.
Educational Leaders play a vital role in building a culture of inquiry. The NQF recognises this as part of Element 7.2.2 — Educational Leadership: supporting educators to reflect on their practice and program.
You don’t need to have all the answers — your role is to create space for the questions that matter.
Try:
These open, curious questions help educators connect their observations to MTOP outcomes, deepening understanding of children’s learning and development.
When teams learn to ask better questions, they become more reflective, confident, and connected. They stop viewing reflection as a task and start seeing it as a professional habit.
It’s not about having perfect answers — it’s about cultivating curiosity, openness, and continuous improvement.
Asking better questions doesn’t just change practice.
It changes thinking.
