ABSTRACT
This chapter examines the key role of observation and latent tensions and challenges in the process of observing. It provides further insight into how Work Group Supervision can support teams of Early Years educators to closely observe the detail of what happens and why children do what they do, showing the clear links between the group supervision and improvement in pedagogy and practice. All the Early Years educators in this study report that the Work Group Supervision has enabled them to challenge their own understanding of themselves. The second challenge is writing up observations that make children's learning visible. According to Manning-Morton (2006): “Adults begin to learn how to write observations when they understand what ideas children might be exploring and are able to notice significant learning. Work Group Supervision facilitates meaningful conversations about observations talking about and unpicking children's developing learning helps the educator to recognize and describe it.
