In this article, the author examines the effectiveness of reflective teaching in Kindergarten which promotes children's learning. Reflective teaching encourages kindergartners to extend their thinking by asking questions and by modeling their own use of reflection. Further, he emphasizes that it is possible for teachers to nurture reflective skills in young children through the following actions: (1) Taking the time to reflect on teaching practice and consider how instructional decisions affect children's learning (Danielson & McGreal 2000). This requires being open-minded and willing to change based on honest examinations of one's own practice (Stronge 2002); (2) Modeling reflective practices so children can see how someone thinks about her own learning. Lindfors (1999) describes this as teachers becoming inquirers, providing examples for children by describing their own thinking and learning; (3) Using language that encourages children to value thinking as a part of their daily learning experiences. Modeling the process of reflection as well as using reflective language and questions can create an environment in which reflection is a valued learning activity; (4) Identifying the specific strategies used for reflection so children begin to see how and when to use these strategies, and why each specific strategy helps them to become better thinkers and readers.