What Is in the Eye and Mind of Early Childhood Professionals? A Mixed-Methods Study Using Eye-Tracking and Written Reflections to Investigate the Congruence Between Visual and Reflective Focus

Professional reflection is key to the professionalization of pedagogical professionals. Using a mixed-methods design that combines eye-tracking methodology with retrospective written reflections, this study investigates the visual and reflective processes of early childhood professionals when interpreting video-recorded pedagogical situations. A remote eye-tracking device (Tobii Pro Fusion) was used to capture eye movements. Sixteen participants watched videos of pedagogical situations in a kindergarten while their eye movements were recorded to investigate their visual focus, followed by open-ended written reflections to investigate their reflective focus. Eye-tracking data revealed that participants focused predominantly on situational features and children’s actions, whereas written reflections mainly addressed the actions of both the children and the professionals. The triangulated data indicated partial congruence between visual and reflective focus, particularly regarding child-related aspects. These findings suggest that although situational features attract visual attention, reflective processes prioritize behavioral actions over environmental context. Eye-tracking and reflective data provide insights, emphasizing the importance of triangulating methods to gain a holistic understanding of professional reflection in early childhood education. This methodological approach holds promise for professional development and training in early childhood education, aiming to foster reflective practice and enhance professional vision.