Supporting Early Childhood Practitioners Through Relationship-Based, Reflective Supervision

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.

Keywords:

• family support
• parent–child relationship
• program operations

ACKNOWLEDGMENTS

This article is an adaptation and expansion of two articles that appeared in IMPrint, 35, Winter 2002–2003. We acknowledge Deborah Harris, Theresa Valach, Freda Kaprelian, Kathy Daniher, Catherine Chinnock, Linda Henson, and Sydney Hans. We are grateful for their feedback on earlier drafts of this article. In addition, the support and writings of Mary Claire Heffron, Rebecca Shanok, Emily Fenichel, and Linda Gilkerson were a major contribution to our understanding of reflective supervision.