Reflection as a tool for self-directed active learning or developing the understanding and practise of sharing experiences is an important factor in the professional development of preschool teachers. The aim of this paper is to review relevant research in a selected database on this topic and to gain deeper insight into the experiences, readiness and engagement of preschool teachers and professionals in the process of active learning and supporting reflection. The study focuses on fifteen articles (N=15) by authors from Europe, North America, Australia and Asia. By analysing the articles relevant to this topic, we seek to understand how educators perceive the quality of reflection, their role and own engagement in promoting change in reflective practise in the work environment and their contribution to professional development. The need to find the most appropriate way to implement reflection and the factors that influence reduced implementation of reflection are highlighted. The importance of developing preschool teachers' communication skills, creating a collaborative environment, building mutual trust and ensuring the availability of information to promote reflective practise are highlighted. Although research on (self-)reflection exists and techniques, procedures and considerations are mentioned, we do not know enough about effective ways to implement reflective practise, the reflective practise of experienced preschool teachers and teamwork in implementation. Portfolios, reflective writing and documentation are mentioned as good tools for implementing reflective practise, but it is left to the individual to find the preferred and most effective way of (self-)reflection.