An educator's ability to engage in critical reflection is core to provision of high quality early childhood education and care (ECEC), and is a priority for quality improvement in Australia. This study explored the nature of critical reflection using the example of sleep-rest practices. These practices have been identified as a 'barometer of ECEC quality' because they present significant challenges for educators, requiring negotiation of a complex set of competing priorities. Responses of educators (n = 53) to a scenario presenting a typical sleep-rest issue were analysed. These encompassed different types of reflection used to negotiate information sources and situational demands, namely: Technical--Limited Negotiation involving adherence to standard procedure, Practical--Negotiation with reference to diverse others; and finally, Critical--Negotiations analysing multiple sources of evidence. Overall, the findings showed an over reliance on technical and practical reflective strategies to address the sleep-rest time issue. Only one educator responded in a way that suggested critical reflection in which multiple sources of information, including an evidence base, were applied. The findings direct us to two conclusions. First, researchers and policy makers should consider cognitions about knowledge and knowing, with respect to understanding critical reflection, as integral to the professional work of educators. Second, we identify the potential benefit of providing more structured opportunities in pre-service education and training educational leadership and ongoing professional learning to facilitate dialogical thinking.