ABSTRACT
This chapter explores how Early Years educators interact with children, focusing on their emotional engagement, organization of the learning environment and instructional support. With illuminating accounts, it also seeks to provide insight and guidance on how Work Group Supervision can be used to support Early Year educators to think more deeply about their teaching, interactions and responses with babies and young children. Unfortunately, too many Early Years educators don't have time to carefully consider their interactions or reflect on why they treat certain types of play negatively this may have an impact on children's learning. Work Group Supervision allows important time to examine their interactions with children from their observations and helps Early Years educators to reflect on how effectively they have observed, interpreted and responded to the experience. In fact, the process provides a specific focus on how their interactions take account of children's prior learning, abilities and interests while thinking about their interactions from the children's perspective.
