Reflective supervision and its impact on early childhood intervention

Christopher Watson, Shelley Neilsen Gatti, Megan Cox, Mary E Harrison, Jill Hennes

Research output: Chapter in Book/Report/Conference proceedingChapter

5 Scopus citations

Abstract

This chapter charts the recent evolution of research focused on reflective supervision provided to practitioners delivering services to young children and their families through early intervention programs. The authors explore research focused on defining reflective supervision, identifying five essential elements or "active ingredients" of reflective supervision as a professional development model and demonstrating the impact on practitioners. The impact studies described in this chapter have produced empirical data demonstrating an increase in reflective supervision behaviors as a result of participation. In addition, the studies provide qualitative accounts of practitioners' experiences, conveying positive effects on intervention practice and reduction of practitioner job stress.

Original languageEnglish (US)
Title of host publicationEarly Childhood and Special Education
PublisherEmerald Group Publishing Ltd.
Pages1-26
Number of pages26
ISBN (Print)9781783504596
DOIs
StatePublished - Jan 1 2014

Publication series

NameAdvances in Early Education and Day Care
Volume18
ISSN (Print)0270-4021

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Keywords

  • Early intervention
  • Job stress
  • Professional development
  • Reflective practice
  • Reflective supervision

Cite this

Watson, C., Gatti, S. N., Cox, M., Harrison, M. E., & Hennes, J. (2014). Reflective supervision and its impact on early childhood intervention. In Early Childhood and Special Education (pp. 1-26). (Advances in Early Education and Day Care; Vol. 18). Emerald Group Publishing Ltd.. https://doi.org/10.1108/S0270-402120140000018001