The Value of Reflective Supervision/Consultation in Early Childhood Education

Autor/inn/en	Paradis, Nichole; Johnson, Kira; Richardson, Zsalanda
Titel	The Value of Reflective Supervision/Consultation in Early Childhood Education
Quelle	In: ZERO TO THREE, 41 (2021) 3, S.68-75 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-8038
Schlagwörter	Early Childhood Education; Infants; Young Children; Child Care; Supervision; Reflection; Preschool Teachers; Child Caregivers; Job Satisfaction; Burnout; Work Environment; Trauma; Child Development; Emotional Response; Interpersonal Relationship; Administrator Role; Professional Development; Early Intervention; Family Needs + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Infant; Toddler; Toddlers; Kleinkind; Frühe Kindheit; Kinderfürsorge; Kinderbetreuung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Caregiver; Caregivers; Carer; Child; Children; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Arbeitsmilieu; Kindesentwicklung; Emotionales Verhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	With an average annual salary of just over $16,000, the work of early childhood education professionals is grossly undervalued and leads to high turnover rates. And yet, the quality and consistency of the care they provide to infants and young children has a lasting impact on their brain development and social-emotional well-being. This article makes a case for demonstrating the value of their work through the provision of reflective supervision/consultation (RSC) in early childhood education settings. The authors share research, evidence-based practice standards, and case illustrations to review the impact of RSC on reflective functioning, job satisfaction/burnout, insight, and secondary trauma. They explore how these impacts might strengthen the capacity of the early childhood education workforce, including administrative leadership, to grow and respond in ways that benefit the infants, young children, and families they serve. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01