Supporting Early Childhood Practitioners through Relationship-Based, Reflective Supervision
Saved in:
| Title: | Supporting Early Childhood Practitioners through Relationship-Based, Reflective Supervision |
|---|---|
| Language: | English |
| Authors: | Bernstein, Victor J., Edwards, Renee C. |
| Source: | NHSA Dialog. 2012 15(3):286-301. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 16 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Early Childhood Education |
| 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 |
| DOI: | 10.1080/15240754.2012.694495 |
| ISSN: | 1524-0754 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Number of References: | 38 |
| Entry Date: | 2012 |
| Accession Number: | EJ974196 |
| Database: | ERIC |
Be the first to leave a comment!
