“No one can consider themselves a professional if they are not prepared to engage in reflective activities.” Gardner 2006Critical reflection is essential for developing effective practice. Our own values ​​and attitudes come into play as individuals and as teachers. The trick is to first recognize that we have personal biases, identify where they lie, and work with them. O'Connor and Diggins point out that having reflective practice as a mindset helps educators grasp their own assumptions and explore them rather than taking their biases for granted (Arthur et al. 2008, p. 138 ). Becoming a reflective teacher goes without saying. traveling and becomingBerk (2013, p. 566) emphasizes that in the context of children's development, nothing matches the family in terms of power and total scope of influence. According to Piaget, children's thinking shows their unique way of understanding and interpreting the world (Arthur et al. 2008, p.92). Families have a vision of their values ​​and attitudes toward early childhood education, whether it is a firm belief, an assumption, or a hypothesis. The children who would be marginalized by my educational values ​​and attitudes would be children who could not play easily and would need adult help. in choosing activities, selecting a play space, a child needing constant adult approval or children who only follow adults, engaging them in conversation but not engaging with their peers. According to Flanagan (2007, np), thinking about critical incidents needs space to highlight and capture assumptions. Critical engagement is a systematic way of thinking about overlapping and related ideas while thinking more about them and their impact on the immediate world around one (Nolan and Raban, p.63). which for me would be to surprise myself as a teacher at the critical incident stage (Flanagan, 2007 np) to remind me that every child is different, learns differently and must be treated both as an individual and as a as a member of the group. According to Flanagan (2007, np), having a critical framework constitutes guided progress, increasing the potential for positive outcomes for the child, family, teacher, and broader community. Developing a personal culture of reflection and re-examining our values ​​and biases takes strength, desire and constant adjustment. Engage in reflection