Abstract
This article examines how the practice of supervision has developed within a range of early childhood education and care (ECEC) provision in a county in Central England in the United Kingdom. Supervision has been recently introduced as a mandatory requirement for ECEC in England in 2012, and there is limited research looking at the impact of this. The research aimed to examine how supervision is being implemented by ECEC providers. It employed a mixed methods research design including a questionnaire (n = 38) and three subsequent telephone interviews, and draws out key themes on who is accessing supervision, the level of frequency, the purposes, challenges and enablers of supervision. It highlights the tendency of the managerial function of supervision including safeguarding of children to dominate, and the potential for supervision as a reflective space and as support for staff including managers and leaders to be overlooked.
| Original language | English |
|---|---|
| Pages (from-to) | 52-67 |
| Journal | International Journal of Early Years Education |
| Volume | 27 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 6 Mar 2018 |
Keywords
- Supervision
- early childhood
- early years
- purposes of supervision
Access to Document
- Soni_Opportunities_for_development_International_Journal_of_Early_Years_Education_2018
Checked for eligibility: 16/02/2018 This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Early Years Education on 06/03/2018, available online: https://www.tandfonline.com/doi/full/10.1080/09669760.2018.1444586