Abstract
The paper reconstructs and reflects on the relationship between reflection and professionalism from a praxeological-sociological perspective (Bohnsack, 2020), based on the assumption that a crucial form of reflection for managing challenging situations unfolds within the practical interaction between early childhood professionals and children. However, how implicitly practical reflection in die interaction between professionals and children can be empirically examined has hardly been explores. Through documentary video analyses, two key moments of implicit practical reflection were reconstructed in the context of a dissertation project: one being the adoption of an observing stance, and the other being the shift into emotional expression. Additionally, four modes of dealing with challenging interaction situations were identified. Based on this, suggestions for consolidating professional reflection for qualified early childhood professionals will be proposed.