McMahon, Samantha and Percival, Julie
ORCID: https://orcid.org/0000-0002-2683-7322
(2013)
Supervision and reflective practice.
In: Reid, James and Burton, Steven, (eds.)
Safeguarding and protecting children in the early years.
Routledge, Taylor & Francis, London, UK, pp. 180-193.
Full text not available from this repository.
Abstract
This chapter considers the role of supervision in safeguarding children and staff and focuses upon the stories of early years practitioners as the basis for understanding the concept of safeguarding in practice. Supervision is an established strategy, which can ensure that practitioners continue to safeguard children effectively, as it addresses emotions, ensures that the practitioner knows they are not alone, relieves stress, prevents burnout and can be problem-solving. Personal effectiveness is something early years practitioners strive for in one form or another as they go about their work. Safeguarding children relies on building a bank of knowledge and skills traditionally associated with being an early years practitioner, for example, a sound knowledge of child development, curriculum frameworks and supporting families. For reflective supervision to be effective, each party has a responsibility to prepare for the supervision session; it is important that both hold the best interests of the child and the child's journey in mind.
| Item Type: | Book Section |
|---|---|
| Publisher: | Routledge, Taylor & Francis |
| ISBN: | 9780415527507 |
| Departments: | Academic Departments > Institute of Education (IOE) > Initial Teacher Education (ITE) > Early Years and Primary Undergraduate Partnership QG |
| Additional Information: | Chapter 11 within book. |
| Depositing User: | Anna Lupton |
| Date Deposited: | 26 Oct 2016 19:20 |
| Last Modified: | 12 Jan 2024 11:47 |
| URI: | https://insight.cumbria.ac.uk/id/eprint/2493 |
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