ABSTRACT
This chapter addresses some important challenges faced by Early Years educators in understanding the observations they make concerning children’s development and learning in their play. It also explores how Work Group Supervision allows for reflection and encourages Early Years educators to critically consider the purpose and function of their teaching. Prior to the Work Group Supervision, irrespective of the Early Years educators' ability, they regarded the developmental descriptors in the curriculum framework as the only reference point for what to observe. Work Group Supervision provides opportunities to learn from each other, and supports educators to acknowledge and take responsibility for developing their knowledge about child development. Work Group Supervision is necessary if people are to have a well-trained workforce with the vital knowledge and skills required to help them to deliver the curriculum to children. Work Group Supervision helps educators to improve their practice, develop vital knowledge, work well as part of a team and support each other.
