White Rose University Consortium logo
University of Leeds logo University of Sheffield logo York University logo

What do Early Years Education and Care Staff value in professional supervision? A Q-methodological Study.

Madeley, Lynnette (2014) What do Early Years Education and Care Staff value in professional supervision? A Q-methodological Study. DEdCPsy thesis, University of Sheffield.

[img] Text
lynnette madeley thesis 2014 after amendments.docx
Available under License Creative Commons Attribution-Noncommercial-No Derivative Works 2.0 UK: England & Wales.

Download (1009Kb)

Abstract

The statutory requirement for staff supervision, as set out in the revised Early Years Foundation Stage (2012), does not stipulate a specific model to be followed. This leaves early years settings with a wide range of theories and models with which to consult. The literature suggests that the term ‘supervision’ can have different meanings for different professional groups. The aim of this study was to gain an understanding of what early years educators and carers would value in their supervision. A research methodology was sought which minimised the potential for researcher bias and maximised the opportunity for early years workers to give their personal view. Q methodology was employed to explore how 30 early years workers ranked statements of potential features of supervision. The Q set of 54 statements was developed through a focus group with early years staff and consultation with supervision literature. The participants were asked to sort statements from ‘most disagree’ (aspect I would least value) to ‘most agree’ (aspect I would value highly). The majority of participants in this study were not receiving supervision at the time of the research. Factor analysis was used to identify viewpoints which were common to a group of participants. In the results section each of the three emerging viewpoints are presented as a Q sort arrangement and also a written description produced by interpreting the factor analysis results using factor arrays and ‘crib sheets’. The emergent viewpoints are discussed along with the implications for early years settings and other professionals supporting early education. The role of the Educational Psychologist in working systemically with early years settings will also be considered in light of the findings.  

Item Type: Thesis (DEdCPsy)
Academic Units: The University of Sheffield > Faculty of Social Sciences (Sheffield)
Identification Number/EthosID: uk.bl.ethos.629375
Depositing User: Miss Lynnette Madeley
Date Deposited: 10 Nov 2014 15:38
Last Modified: 03 Oct 2016 11:18
URI: http://etheses.whiterose.ac.uk/id/eprint/7253

You do not need to contact us to get a copy of this thesis. Please use the 'Download' link(s) above to get a copy.
You can contact us about this thesis. If you need to make a general enquiry, please see the Contact us page.

Actions (repository staff only: login required)