ERIC Number: EJ974196
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Supporting Early Childhood Practitioners through Relationship-Based, Reflective Supervision
Bernstein, Victor J.; Edwards, Renee C.
NHSA Dialog, v15 n3 p286-301 2012
Reflective supervision is a relationship-based practice that supports the professional development of early childhood practitioners. Reflective supervision helps practitioners cope with the intense feelings and stress that are generated when working with at-risk children and families. It allows them to focus on the purpose and goals of the program and maintain their role boundaries. This article describes the need for and purposes of reflective supervision in early childhood programs and lays out the stages of relationship formation between supervisors and practitioners. Through the use of a vignette, this article illustrates the process of reflective supervision within the context of a supervisory session.
Descriptors: Early Childhood Education, Supervision, Young Children, Interpersonal Relationship, Professional Development, Preschool Teachers, At Risk Students, Coping, Stress Management, Reflection, Vignettes, Parent Child Relationship, Behavior Problems, Parent Teacher Cooperation, Administrator Role, Teacher Behavior
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Authoring Institution: N/A