How to Use Work Group Supervision to Improve Early Years Practice presents a new model for supervision as a collaborative process, and explores how this process can benefit practitioners at all stages in their career to reflect on and improve their own practice. Supported by detailed case studies which contextualise Work Group Supervision, Louis offers practical support which will help practitioners develop their knowledge and skills, and to work together to develop a shared understanding and more successful practice. Louis covers a range of insightful topics to help practitioners utilise the Work Group Supervision method to improve their practice, including: What Work Group Supervision is and how it can help practitioners How to develop self-understanding and professional practice Theories on child observation, and using observation to tune into children The importance of respectful interactions as a leader and among peers How to Use Work Group Supervision to Improve Early Years Practice is ideal for Early Years practitioners and teachers, managers of Early Years settings and students on courses for leadership in Early Childhood settings.

How to Use Work Group Supervision to Improve Early Years Practice presents a new model for supervision as a collaborative process, and explores how this process can benefit practitioners at all stages in their career to reflect on and improve their own practice. Supported by detailed case studies which contextualise Work Group Supervision, Louis offers practical support which will help practitioners develop their knowledge and skills, and to work together to develop a shared understanding and more successful practice. Louis covers a range of insightful topics to help practitioners utilise the Work Group Supervision method to improve their practice, including: What Work Group Supervision is and how it can help practitioners How to develop self-understanding and professional practice Theories on child observation, and using observation to tune into children The importance of respectful interactions as a leader and among peers How to Use Work Group Supervision to Improve Early Years Practice is ideal for Early Years practitioners and teachers, managers of Early Years settings and students on courses for leadership in Early Childhood settings.

Using a Person-Centred Approach in Early Years Practice reflects on the principles of person-centred counselling, developed by Carl Rogers. It guides students and practitioners to use this approach within the sphere of early childhood education, providing radical new ways of promoting emotions, emotional regulation and well-being. This accessible resource reveals how a therapeutic approach with a humanistic perspective can be understood and woven into early years professional practice by practitioners themselves. Exploring how educators can be supportive through empathy, understanding and congruent in developing relationships, this text provides: an overview and rationale to using a person-centred approach its association to emotions, health and well-being the role of therapeutic play in early years communities, from child, parents and wider team how a person-centred approach can impact leadership and teamwork its increasing necessity to supporting a child’s physical and emotional development during the pandemic and beyond With informed practice examples, case studies and thought-provoking questions regarding a PCA, this book will be essential and informative reading for students studying early years or early childhood courses and to practitioners looking to improve and enhance their practice.

This book provides an overview of current practice, policy, and research in early childhood education across the UK. It brings together chapters on all core aspects of early years education and spotlighting vital new areas - each written by established and emerging stars in the field. Each chapter features: • an overview of research in the field • critiques of relevant policy • examples from current practice • an agenda for the future • suggestions for further reading and resources. This text is an accessible and comprehensive read for students and practitioners in the early years sector alike. Cathy Nutbrown is Professor of Education at the University of Sheffield and President of Early Education

We all have biases and our biases, whether conscious or not, can prevent us from teaching and supporting children equitably. We cannot turn a blind eye to this, no matter how uncomfortable it may feel to tackle the difficult questions. This groundbreaking book is a must-read for all early years professionals working with babies, toddlers, young children, and their families. Its practical and accessible guidance provides the tools and techniques you need to identify and confront discriminatory practices, with strategies to break down barriers and tackle these complicated issues sensitively and constructively. Reflective questions facilitate active engagement with a wealth of case studies and encourage you to evaluate your own practice. Each chapter builds your confidence and ability to create dynamic and anti-racist learning environments that embrace and celebrate difference and will ensure your setting fosters a positive sense of identity and belonging. Let’s Talk About Race in the Early Years gives practitioners the language and tools they need to create an environment where all children can shine and is essential reading for all early years professionals.

This book is a concise and accessible guide to observation as a tool for supporting learning for children aged 0 - 5. It provides comprehensive coverage of the what, why, and how of observation, brought to life with extensive case studies and contextualised alongside other crucial Early Years’ topics, including child development and play. This book encourages readers to consider their own context and practice, with reflective questions at the end of each chapter and specific chapters on linking observations to the curriculum and sharing insights with parents and colleagues. The focus on both learning and self-reflection makes ‘Observing Learning in Early Childhood’ ideal for students, newly qualified teachers, and current practitioners alike. Dr. Stella Louis is a freelance early years consultant, with 34 years’ experience of working with children and families across the UK, South Africa and Australia.

`The Second Edition of Group Supervision is essential reading for all participants in group supervision. It offers a comprehensive insight into the complexities of organising, managing and creatively facilitating a group or of being a practitioner in a cooperative peer group′ - Professor Sue Wheeler University of Leicester Among the plethora of supervision books, Group Supervision is the only one dedicated to group work. Brigid Proctor shows how group supervision can provide a supportive environment in which practitioners learn from each others′ experience, finding positive and creative ways of working with the diversity which characterises all groups. Examining tasks, roles and responsibilities of both supervisors and supervisees, she describes the skills needed for: " managing different types of group, " developing a flexible leadership style " making sense of group and individual needs " using creative methods. The Second Edition of this popular text features up-to-date research findings on group supervision in organisations and further coverage of the challenge of ethical decision-making in groups. A new chapter considers the advantages of groups for supervisor development and training, stressing the urgency for greater accountability and research. Essential for all supervisors and trainers, the practical information in this book will also benefit those who manage organizations providing group supervision for counsellors and psychotherapists- be they employees, volunteers or trainees. Brigid Proctor, Fellow of the BACP, is a retired Director of Counselling courses at South West London College and has subsequently worked freelance as a counsellor, supervisor, trainer and consultant.