THE SCHOOL SUPERVISOR AND HIS ROLE IN EARLY CHILDHOOD EDUCATION

Abstract

School supervision has taken on a strategic role in the context of Early Childhood Education, shifting from a merely bureaucratic agent to a key link between school management, teachers, and children's learning processes. This study aims to analyze the role of the school supervisor in Early Childhood Education, emphasizing their importance in mediating pedagogical practices and enhancing educational quality. This is a qualitative, bibliographic study based on books, scientific articles, dissertations, and legal documents on the subject. The results show that, although there are studies on school supervision, there is a lack of specific research focusing on its role in Early Childhood Education. The findings highlight that the supervisor acts as an articulator of training initiatives, a mediator between different educational stages, a supporter of teaching practices, and a promoter of continuity in learning processes—especially during the transition from Early Childhood Education to Elementary School. It is concluded that the supervisor’s role in this stage must be valued, encouraging reflective and integrated practices that address the specificities of childhood and foster the child’s holistic development.