This paper explores the role of pedagogical supervision in the in-service training of early childhood educators (0–6) within contemporary educational systems. Moving beyond transmissive models of professional development, it highlights the need for reflective, relational, and ethically grounded…

Are the strategies I use in reading workshops appropriate to the cognitive characteristics of the pupils? Can I keep the attention of children affected by attention deficit? During participatory reading, do I consider the emotional dimension of children who are affected by reading difficulties or…