This research was, in part, supported by principal author's Zolk Fellowship. Portions of this study were submitted in partial fulfillment of requirements for a Master of Science degree awarded to the first author. The authors acknowledge the cooperation of families, faculty, and staff of the Center for Child and Family Studies in the Department of Human and Community Development at the University of California, Davis and the Associated Students Children's Center at Sacramento State University in conducting this study.
Supervision and training in child care: Does reflective supervision foster caregiver insightfulness?†
Version of Record online: 13 JAN 2010
Copyright © 2010 Michigan Association for Infant Mental Health
Infant Mental Health Journal
Volume 31, Issue 1, pages 16–32, January/February 2010
How to Cite
Amini Virmani, E. and Ontai, L. L. (2010), Supervision and training in child care: Does reflective supervision foster caregiver insightfulness?. Infant Ment. Health J., 31: 16–32. doi: 10.1002/imhj.20240
- Issue online: 13 JAN 2010
- Version of Record online: 13 JAN 2010
The goal of this study was to explore the effects of reflective and traditional supervision and training on caregiver insightfulness. Caregiver insightfulness, or caregiver ability to understand “motives underlying the child's behavior in a complete, open, and accepting way” (D. Oppenheim, D. Goldsmith, & N. Koren-Karie, 2004, p. 352) was assessed at two time points with 21 new caregivers at two university-based childcare sites. Trends suggest that caregiver insightfulness was relatively stable while increased levels of components of caregiver insightfulness over a period of approximately 2.5 months were positively associated with reflective supervision and training. These findings suggest that encouraging caregivers to reflect on their interactions with the children in their care fosters caregivers' ability to see from the child's perspective in an open and accepting way.