Disclaimer: This is Part 2 of this series! If you'd like to read part one, click here.
Supervision in early years education extends far beyond simple head counts or rigid supervision plans. It is a dynamic, responsive practice that places the child at the centre of all considerations. Supervision itself seems such as logical, common-sense practice. We simply need to watch or observe children to be supervising them. Right? Not quite. In fact even the most basic definition of supervision for children to be within sight and sound of educators at all times, still does not quite accurately capture the nuances of supervision.
Established supervision practices across our sector often see educators counting heads at the door or during transitions, or standing in a doorway with one foot indoors and one outdoors so they are technically in both spaces and supervising. I have a scenario here where we can see this in action and reflect together.
An early learning service has 33, 4-year-old children with 3 educators actively engaged with them during the session. The group engages in indoor/outdoor play where one educator went outside and two remained inside with children. The children flowed between spaces, engaging in loud, boisterous play indoors, where they were running laps of the tables. Outdoors the children started water play in a rock creek bed and the children were fully settled and deeply engaged. The educators inside reflected and decided to get some additional resources out for the children who were disengaged, and one left the space to go to the external storeroom for resources. The second educator then heard a shout from the bathroom and a child had slipped in spilt water. The educator poked her head out of the door and called her colleague who came and stood in the doorway, one foot inside and one outside, waiting for either of the other two educators to return.
This is a situation I have seen all too often. When considering true effective supervision practices, let us reflect here.
- Are the children, both indoors and outdoors, being effectively supervised at this time?
- What would happen with supervision if a child outdoors hurt themselves and the educator had to go to them?
- What about indoors if they had to leave the door to go in there?
Understanding Supervision: A Child-Centric Perspective
Effective supervision is not simply about keeping children safe, or keeping eyes on them; it’s about engaging with them in ways that promote learning and emotional wellbeing. This child-centric approach requires us to understand the unique needs of each child, allowing us to adapt our supervision strategies accordingly.
When planning for supervision, consider the supervision style that you are using. We often hear the term “active supervision” but have you heard of “reflective supervision” or trauma-informed supervision practices? Having an arsenal of supervision tools, tips and tricks enables you to tailor your supervision practices to the situation and to the children’s needs as individuals which supports more effective supervision overall.
Effective supervision is a blend of both observation and active engagement. It is only when we connect with and engage with children that we can truly understand and therefore predict and support upcoming behaviours.
How can we support everyday supervision? Whilst there are a plethora of strategies, here are some useful strategies to support daily supervision practices in our previous blog post, here.
Types of Supervision
Understanding different supervision styles is can help support effective practice. Whilst all have their place in our individual supervision pedagogies, they all hold varying levels of efficacy.
- Active Supervision: Fully engaged monitoring that includes setting up the environment, listening, positioning staff purposefully, and actively interacting with children.
- Reflective Supervision: Focused on emotional and social development, enhancing relationships between staff and children.
- Proactive Supervision: Planning ahead to minimise risks and ensure children’s safety before issues arise.
- Trauma-Informed Supervision: Incorporating trauma-informed practices into supervision transforms how we engage with children.
Consider the Child in Our Supervision Practices
At the heart of effective supervision is the quality of relationships between educators and children. Building meaningful connections promotes trust, security, and engagement, which are crucial for children’s learning and development. By fostering an environment where children feel safe and valued, we not only enhance their educational experiences but also enrich our own professional practice.
Supervision is not just a requirement; it is an opportunity to engage with and support our most precious resource - children.
Some reflective questions to consider around supervision:
- What routines, transitions or times of day present with our biggest supervision challenges? Why? When has it gone well? When has it maybe not gone so well? What can we adjust to ease this process?
- Have we included children and families in our risk assessment and supervision planning processes? How can we include their thoughts and voices?
- What current strategies do we use for supervision? What works well?
- Why do we use our current supervision practices? Are they based in research or evidence?
- What evidence, research or frameworks can we utilise in our supervision planning processes?
- Has our team explored supervision training?
- Consider everyone’s roles in relation to supervision? How can we make these very clear, equitable and flexible?
Let us embrace dynamic, child-centered supervision that allows every child to flourish in a safe and stimulating environment.
Relevant Legislation
In Australia, the National Quality Framework (NQF) provides essential guidelines for supervision in early childhood settings. Key components include:
- National Quality Standard (2018)
- Standard 2.2 Each child is protected
- Element 2.2.1 At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard.
- Education and Care Services National Law Act 2010
- Section 165: Offence to inadequately supervise children.
- Section 167: Offence relating to protection of children from harm and hazards
- Education and Care Services National Regulations 2011
- Regulation 84A: Sleep and Rest
- Regulation 115: Premises designed to facilitate supervision