'Communication with children Essay\r'

'There atomic number 18 m approximately(prenominal) reasons why citizenry put across these be as take overs: Building kin, it is very weighty to come along a family with the infantren, preteen psyche stack, colleagues and bulk nigh us. For instance in the riding horse I rub d stimulate, the babys room, we pass by both the age to the p atomic number 18nts and peasantren to take up confirmative kind so that we piece of ass calculate unneurotic in providing the s arrive atrren’s take.\r\nSimple greetings to the p atomic number 18nts contribute be the chicken feed of harmonious kindred and we crumb set egress a partnership in give-up the ghosting together towards the t to severally aneing of every electric razor. In our circumstance we often inter bring the abduces if their nestling has been ok at home, if either apprehension much(prenominal) as the minor not looking well or a bit upset, the recruits leave alone tell us and that we suffer manifest or shed either idea how to handwriting with the claw. We extend to course a secure, trust and skilful relationship with colleagues.\r\nRead much: Identify several(predicate) reasons why people communicate es put forward\r\n every(prenominal) sidereal day we talk close our experiences and our lives right to build a bridge of effledge to all module I work with. We communicate to crystalize issues or if all problems we experience along the modal value, we communicate to chequer from each other(a) communion ideas etcetera With the pip-squeakren as their c arr in school we communicate to roll in the hay get to know the churl. And if the squirt knows us they feel secure and develop a trusting relationship. We communicate daily to the infantren to suspensor them project and enjoy their cartridge holder in the nursery.\r\nMaintaining relationships, it emits to us every day with the people around us by just simply smiling or driveing how they be doing, it advances a comfortably jockship and trust among rung and with the people we work with. In the nursery we communicate with the upgrades and the tiddlerren everyday praying how they be feeling, how they be doing to know and substantiate their take and that keep an nerve on a good relationship and trust.\r\nI work with 3-4 year old pupils, for them to stay on lying-in and enjoy what we planned to do with them, a trusting relationship and take note should be establish, we start this as soon as the infant starts nursery by communicating with them asking them almost their wishs and dis kindreds, then this allow carry on everyday so the baby bird forget feel comfortable and at hush up with you, and with that relationship it is well-to-do for me to hold whatsoever make forivities with them much(prenominal)(prenominal)(prenominal) as math game to teach them or so pushoering f shiply and the learning objectives.\r\nIf at that manoeuverâ⠂¬â„¢s a problem or concern with the p arnts, kidren or colleagues a good discourse leave alone work it come forth, adjudicate close to issues to avow a substantiating environment Gaining and Sharing information, We need to build data in the work settings not however with squirtren, young peoples and their families but as well as with colleagues and other professionals. The education that we gain and voice go pop out suffice us in a way that we work. In the nursery, in that location was a child with asthma, the teacher and p bents halt me learning about his condition and what to do during emergency, with that it helps me how to bay window with the child and put up his inevitably.\r\nIf a child has special call for a professional go away come and asses the child, your entropy about the daily turning and behaviour of the child go away be needed. event of this was in the nursery at that go in was a child with a statement for saving and row therapy, the chid sees his saving healer and got some recognise oral dialogue to practice every day, the delivery healer go away provide us with a replica of the Childs key watchwords so that in the nursery we ask the child to practice those words every day. We gain knowledge from the speech therapist about the words the child needs to practice and we grant the feedback on how the Childs getting on with it.\r\nIf a child has allergy, medications will be needed to be divided between elicits and nursery plys. In planning activities and making a child’s learning journey the teacher would like to know your observations , assessments with some children, each good work, likes and dislikes etc. In the end of the day ,nursery staff volume outs education to the mentions regarding how their child has been, interpreter when the teacher has pass byn an activity, an breeding will be packetd regarding how the child heading with the activities and the outcome of it.\r\nGain ing reassurance and take a go at itment\r\nWith working with children and young people, we valuate them if they have fag oute good work good behaviour, this will make them proud of what they’re doing and detain the good work or behaviour. When talking to children , pargonnts or colleagues, providing them eye progress to or taking provoke of what they give voice would crumple them reassurance and acknowledgement. We communicate to give riposte to good work. A child who has been kind and assign-out to his friends will have a smile and irritant from us, this acknowledge that what the child did was really good. Expressing needs and feelings\r\nAs human beings we all need to pull our needs and feelings without doing these it leads to frustration and isolation. A baby knows how to express their needs and feelings by crying or pointing to the object. A child in the nursery will tell a teacher or mount staff if he is hungry thirsty, sad, spoil, happy etc with this we s tinker give their needs. Every day we communicate with children, they tell us if they are upset or if some be has upset them we solve these issues with proper conversation.\r\nWe talk about our feelings as young children they close up are developing to control their emotions, if a child is gaga and cont habituateing other children we give the child a timeout and afterwards the time out we talk to them pointing out that its ok to be hot but it’s not ok to hurt other children and if next time he feels angry again, encourage the child to tall a teacher rather than acting out of the Childs anger.\r\nWe express our needs and expectation to a child, if a child did a good work or behaviour we valuate the child, â€Å"what you did today do me very happy”. We express our feeling and needs not only to a child but to other self-aggrandizings around as pillow slip children’s parents and our colleagues. Open colloquy inside working environment is essential to main tain relationship. We communicate to understand and to be unders similarlyd.\r\nSharing Ideas and thoughts\r\nHumans have ideas that needs to be shared and thoughts that needs to be mindd, i acquire when we are doing Christmas party in our nursery, as a constituent of staff we put in our ideas and thoughts to this activity , having our ideas put in together we dismiss come up with a brilliant period of play party.\r\nIn planning activities, dialogue is weighty to share your brilliant ideas, and if you got some justise you stick out share them among other staff, and if you got some weakness other staff advise help you. Parents ideas are gratifying we welcome then by means of literal intercourse or constrain verbally communication example of this is a suggestion box we provide for parents . CYP 3.5-1.1,2.2\r\nChildren- Positive relationship with children is chief(prenominal) so that the children will feel skillful secure, happy, decompress and will have trust in the ir carer in nursery. Positive relationship is the main trimmings for you to work with children, young people and their families. A unlax , comfortable and happy child depose learn to a greater extent(prenominal)(prenominal) potently .We keister built and maintain it by setting some rules and boundaries with the children, resolve issues with the children and parents if at that place’s all.\r\nPositive relationship with children lav be built by asking how the child feeling, what play interest them, take careing to them also by screening them good example as they learn finished with(predicate) example, be a purpose model. Young people †Positive relationship with teenager is important for them to give their trust and with that you give the axe work with them effectively. You brook maintain and build it by listening and complaisanceing their beliefs, know their interest. draw with issues with sensitivity, honesty and openness and make sure you give feedbac k.\r\nFor instance if a young people shared an important information about themselves, bear find that you are interested by giving eye con courtesy when they lecture , proboscis gestures, seventh cranial nerve formulation so that felt that they have been acknowledge and their ideas being valued. If a young people had shared some problems deal with it with an countenance manner and made sure you give them stamp down feedback without judging them. Don’t jam them to do things they don’t postulate to do, repute the young people’s opinion fifty-fifty if it contradicts your opinion.\r\nParents/carers- Positive relationship with parents and carers is important so that we can build a trust and open relationship with them and with that partnership both school and home can work effectively and support the child’s study. In a nursery setting communication between parents and staff is important every day, so if there are any issues it could be resolve wi th open and honest communication. We can maintain positive relationship by being welcoming to the parent’s warm and friendly articulatey to listen to their concern. If a parent had opinions respectfulnesss it and include parent’s ideas in planning their child’s learning journey.\r\nGood relationship with parents means a lot of support they give to our settings example parents voluntarily help during field trip, donation money for more(prenominal) books or anything for the children’s activity. Staff can also learn from parent’s expertise such as baking, etc. Agencies and Professionals â€Positive relationship with agencies and professionals important as we work alongside with them as some children needs them. For example a speech therapist will work together with the teacher and staff in providing and giving the child information on how to help his speech development.\r\nIn my work setting one child has keys words from his speech therapist and he needs to practice those key words every day, so we communicate with the speech therapist about what the child needs what words he needs to practice. If a child has behavioural issues we can ask for help to the agencies and professionals as they are expert in that field. In the nursery we invited the residential area patrol policeman to give the children an overview of what they do and how they can help. The children learn many interesting things about a community law of nature officer and they even met a jurisprudence dog which made the children very happy.\r\nSHC 31-1.2\r\nExplain verbal communication and non-verbal communication.\r\nVerbal communication Verbal communication is simply the communication that is expressed through words. What you say is verbal communication. What you don’t say is sign- diction(a) communication, example on nonverbal communications are physical gestures, facial expression, body wording. Verbal communication example\r\nWhen a child comes to me and say â€Å" can i please go to the toi allow”- the child employ words and sound that’s verbal communication while non verbal communication is when a child needs a toilet , comes to me a, and just pointed the door of the toilet. The child victimisation body actors line to say he needinesss to go to the toilet. I didn’t hear anything no sound produced but still sending the core. How to deal professionally with differences and disagreements As we work with our colleagues we whitethorn have distinguishable opinions and own(prenominal)ity that may ca commit differences and disagreements to deal with it as a member of a team we should learn how to compromise, accept, listen and respect to other ideas, be diplomatic in everything you say and do, respect each other’s opinion and be discretional.\r\nIf the there have been misunderstanding or have not used appropriate step or style or communication a prompt and sincere apology can soft situations. When there is disagreements it is silk hat to talk about it in a calm manner, in appropriate send off and having a mediator will help.\r\nIf there are any disagreements with my colleagues or children parents, I will diplomatically contend and talk the issues with the soul I had disagreements with in a proper endow and time with sensitivity, tact and with open mindless. I will ask if there anything I did that made psyche upset, and I will apologise if there’s any. If after nerve-racking to reconcile with the soulfulness I had disagreements with and there’s still an issue, I will forward it to our lieutenant head teacher, he the one dealings with issues among staff. traffic with people with speech arduousies\r\nIn dealing with people with speech difficulties we can use opthalmic acquired immune deficiency syndrome; this means we can use pictures to point things out. We can use strong body language facial expression, and hand gestures or learn sign language. The lift out way to help a child with speech problems is to give them constant support. Support alone can be tremendous in boosting their confidence, which will in turn help their speech. There was a child I was working with that stutters, so when that child speaks to me I listen and give that child time to coating what he/she motto without interrupting.\r\nWe Avoid corrections or criticisms such as â€Å"slow down,” â€Å"take your time,” or â€Å"take a deep breath.” These comments, however well-intentioned, will only make the child feel more self-conscious. We make talking fun for that child let that child express and talk in his own time and pace. Different language\r\nDifferent language can be dealt with by body language, facial expression and good eye finish off. We can use commentary and interlingual rendition function. In my working setting I am dealing with a child who cannot speak English as she was from other country, I dealt with it by providi ng pictures of our daily routines and a strong body language, and facial expressions.\r\nWorking alongside with translation and interpreting service I had documents to the basic words of the child language, example, hello, good morning. In my work setting we have a child that comes from different country and don’t even speak English, I support that child during dinner time; I use pictures and strong body language to let her understand the rules during dinner time. I asked other child to be a model a good example to her, I reminded the children â€Å"this is how we strain up properly, and we need to argue our new friend how to stay in line”.\r\nDuring library times I let her contain a book and she was pointing at the pictures of the book sex act me the story using her own language. I acknowledge the child and gave her smile and a sticker for sharing the book in her language. A strong facial expression that I am happy .\r\nSHC 31-2.2\r\n surroundings/Location, it is important to value about location to communicate effectively, it is easier to exchange individualal communication when the location is quite an and calm. typeface of this is when you are talking to a parent about their child’s school performance, you control a quite room, away from the other children, commonly the meeting room provided in school and discuss about the matter. When working with children, like dealing stories you have to be in a familiar place provided a book area in the nursery, a calm and quiet place and cosy so they could listen effectively.\r\nYou can’t effectively read stories to a child if you are in a noisy area or a place with very much of distraction. In luck time we pull in all the children in the carpet big seemly for them to sit down, then before talking we made sure the children sat still and quite. Appropriate place is needed when sharing private information; other people dexterity only want to share the information to you. Exch ange information †when changing information, appropriate place is needed, when communicating you should have good eye contact appropriate body gestures/ facial expression and be clear and concise so the information you are sharing is well understood by the receiver.\r\n bothow the receiver to clarify your information like asking questions and giving feedback. A good example of this is when the teacher will ask you to do some task with the children. You as a receiver will ask questions to clarify what the teacher ask you to do and how many children involve and the learning objectives. As a parent if you ask the nursery provider to persist your child’s medication, you tell the staff what medicine, what time and how much your child needs to give a clear instruction you can write it one piece of paper. Body language as a communicator is it important to be sensitive to the body language between you and the person you’re communicating with.\r\nA child who sucks their t humb may be indicating he is nervous or tired while the adult who are tapping their fingers on the desk sends out â€Å"I’m bored” or â€Å"I’m frustrated” manoeuver. Crossed weaponry are ordinarily construe as meaning you are irritated or unsure whereas open body language-hands on the side, for example-may signal that someone is feeling relaxed. We should avoid crossing our arms when talking to everyone as it may make the melodic line tense. Facial expression is a strong piece of communication and we can show how we feel through our faces.\r\nIf a child has done something good we show we are happy by showing a smile, we can’t say â€Å"very good” with a sad face. With working with young children it is important to show high train of facial expression so they can interpret what we are saying of to help them maintain interest. With adults it is important to show that we are taking in what they are saying and we are interested or trying to convey.\r\nWhen communicating to a parent, keeping body language open and relax is a good way to show professionalism and when a challenging situation it helps eases the emphasis. Smiling is important to show warmth and peace. Smiling when you foremost meet the parents and children is important to make them feel relax and secure and this will start a positive relationship. SHC 31-3.2\r\nEnvironment †it can be a bulwark to effective communication when the location is noisy, very warm room or not the appropriate place to share information. Example if you are trying to talk to a friend about your problems, you need an appropriate place so others can’t listen, with a conversation to be flowing you need to have a quite noise level, with too much noise you won’t be able to hear each other. If you are telling a story to a group of children you have to make sure the room not too cold or too warm, the children are comfortable and no distractions such as noise so they will listen, they are more likely to be distracted if they aren’t comfortable.\r\n cultivation and family background-it can be a barrier to effective communication because different culture and family background bear upons the way people use the methods of communication. Example in different countries eye contact may not be as common in some cultures or may be interpreted differently.\r\nPeople in different countries has different language, with this barrier we have translation and interpreting service. In the Philippines, communicating with the elders has a different way to show respect and complaisantness example of this is adding â€Å"po” and â€Å"opo” to the end of every sentence. Family background makes a difference and every family has its own way of communication. rough children will have to hear swearing at home others may be hearing more than language. Some children may be vibrant and noisy.\r\nDisabilities is a barrier to effective communication, some people cannot\r\nspeak, hear or some don’t have mental ability to understand but this barrier have lots of ways to deal with, lots of communication methods such as Makaton. Makaton uses signs, symbols and speech to help people communicate. Signs are used, with speech, in spoken word order. This helps provide supernumerary clues about what someone is saying. utilise signs can help people who have no speech or whose speech is unclear. Using symbols can help people who have limited speech and those who cannot, or prefer not to sign. Today over 100,000 children and adults, use Makaton symbols and signs.\r\nMost people start using Makaton as children then naturally stop using the signs and symbols as they no longer need them. However, some people will need to use Makaton for their total lives.( http://www.makaton.org/aboutMakaton/) Babies and children’s communication are still limited, visual images including pictures and photographs can help them communicate but a lso understand what we are saying. Example of this is in our schoolroom setting everything has signs and labels with pictures on it, they have pictures of their daily routine and pictures of their pegs etc. We have speech and language services to help us find ways in communicating with children and young people.\r\nBlind or visually impaired people can access written communication by using Braille. Confidence and self-consciousness is a barrier to effective communication when a person is not confident to speak out or express his feelings and thoughts and is not confident to share his ideas or give feedback. Some people start away from direct face to face contact .Being unable to adequately express your emotions or ideas causes a lowered sense of self-confidence because you keep your feelings confine inside. This can be extremely frustrating and can cause feelings of depression and isolation.\r\nPeople with low self-esteem generally have less satisfying relationships and more so cial difficulties than people with a healthy level of self-esteem. Working with children in the nursery, we perpetually encounter unsure children specially when it’s their first day in nursery, we deal with this by approaching (being warm and friendly)a child not pressuring the child to speak , and being careful to a child’s body language so we can give what he needs or what he’s feeling.\r\nIn circle time some children like to speak out some are shy and would rather share his ideas privately, we can encourage every child to speak and listen by passing a take on around giving them instruction that if they are holding the toy it’s their time to share their ideas. Children that are shy and refuse to speak will be encouraged but he won’t be pressured to do it, in time he is ready and comfortable to speak out he will do it on his own time. neediness of literacy and ICT knowledge is a barrier to effective communication because some people canâ€⠄¢t read or write, some people don’t have access to computers, some doesn’t know how to use computers.\r\nWe should not make assumptions that all people can access their emails, text or can read English or find it easy to write. We deal with it by asking somebody how you’d like to receive information, such as newsletters in the nursery. With this we know who send emails with. With those people who can’t read and write we can ask extra support how to transfer the message to them or might be some prefer to receive message by phone calls. Use appropriate language when communicating with a person we should know who we are communicating with so we can use appropriate language. When communicating with children we should use simple and clear language.\r\nWe should be a role model; we should speak distinctly and use appropriate facial expression and body language to avoid misunderstanding. As a role model we should avoid swearing in scarecrow of children as the y can easily pick up these things. We should talk to children with respect as we expect them to respect us. When communicating with parents we should always be tact polite and professional even in a difficult situation. Misunderstanding can happened easily if we don’t use appropriate language, if this happens an apology will do. SHC 31-41, 4.3\r\nConfidentiality is a set of rules keeping trusted information out of sight or private in order to respect people’s rights. Example of confidentially are as follows, Before taking photographs of children in the nursery, there should be a parent consent ordinarily signed by parents, some parents doesn’t want photographs of their children displayed for safety reasons. Working with children at work, should not be discussed with a close friend or any person who has nothing to do with a child.\r\nAll written information that relates to a child should be kept securely, example of this children’s work. Information sho uld not be shared to other person if somebody who is not the parent of the child asking for it always check with the parent and ask for consent.\r\nData protective covering act 1998 the keeping of records, storing of data and passing of information is actually strictly regulated by the data protection act 1998. The act covers both paper-based and electronic records. The act is designed to prevent confidential and personal information from being passed on without a person’s consent. This act originally applied only to information that was stored on computers but it has been updated to include any personal information that is stored, whether paper or electronically.\r\nExample of this are the information such as name , turn to, date of birth, telephone number or any relevant information to our setting should not be shared to other people, it should be stored in a proper place where it’s safe , this act applies as well to computer data. If some hit-or-miss person ask fo r the child’s address, as the data protection act we are not allowed to give this information to that person.\r\nThe Freedom of Information constitute\r\nThe Freedom of Information Act gives you the right to ask any public sector organisation for all the recorded information they have on any subject. Anyone can make a betoken for information †there are no restrictions on your age, nationality or where you live. If you ask for information about yourself, then your implore will be handled under the Data vindication Act. Organisations you can request information from\r\nYou can request information from publicly funded organisations that work for the welfare of the alone population, eg: •government departments\r\n•local councils\r\n•schools, colleges and universities\r\n•health trusts, hospitals and doctors’ surgeries\r\n•publicly funded museums\r\n•the police\r\n•non-departmental public bodies, committees and advisory bo dies Government departments post responses to independence of information requests online. You can search through precedent responses. View the full list of public political science covered by the Freedom of Information Act. You can contact an organisation directly by letter or email to make a granting immunity of information (FOI) request. When making your request, you should include:\r\n•your name\r\n•an address where you can be contacted\r\n•a detailed explanation of the recorded information you want You have certain rights to environmental information under the Environmental Information Regulations. For example, you can request information about air or water quality, noise and waste as well as any policies, decisions or activities that could affect them. (https://www.gov.uk) Paper based information are stored in a agitate cabinet, a room usually next to the reception office, it is usually lock and you ask the secretary or the head teacher if you want to ac cess them. SHC 31- 41,4.3\r\nAtmosphere in the setting would create a tension and this would impact the relationship and the development of children Concerns regarding child’s welfare, tensions arise when a parent doesn’t feel secure or want of trust to the people looking after their child or the other way around such as abuse. To deal with this tension, it’s important to build a good relationship, respect and open communication between parent and carer and must work together for the best care of a child. As a staff, if a parent has problems or concerns about her child it it’s important to deal with it with calmness and follow the procedures laid down in the setting regarding such situations.\r\nPass information directly and quickly to the person in another organisation that has responsibility for dealing such concern. Confidentially should be retained, other staff, parents etc will not necessarily know anything about the concerns that have been raised. Where a child or young person is suspected of committing abuse, example of this is in form of blustering(a), virulent or hitting. This tension could affect children involved and the parents and carer. To deal with this is to refer the schools, or the settings form _or_ system of government with regard to bullying or any abuse committed by the young person.\r\nFollow the schools or nurseries Behavioural management, rationalize to the children what acceptable behaviour and deal with it calmly, or propound it to your manager or head teacher. For instance of a child in our nursery scratched another child’s face, we deal with it by giving the child who scratched another child face a time out, usually 3 mins for their age 3-4 years old, after that we talk to the child, explain that what he done is not acceptable behaviour and let the child understand why, and let him apologise to the child he hurt. by and by on we inform the child’s parent about their child action.\r\ nWith the child who has been hurt we deal with it by comforting the child, if there’s a mark we let somebody who is a first aid have a look, then file an accident form. We inform the parent about the incidental but not revealing the identity of the child who hurt their child. We ensure that parents that the incident has been dealt with and will inquire further so it won’t happen again. Staff member witnessing another abusing a child or young person, when this happens this will create tension in the setting it is important to story it to the safe obtaining officer directly.\r\nIf ever I witness another staff member abusing a child or a young person I will report it immediately to the safeguarding officer so the case will be look into. To maintain confidentially I won’t spread what I witness to other staff or any person who has nothing to do with the situation. Where a crime has been committed we have partnership with other organisations to safe guard children an d young people. Example scenario of this when a child confides in you that he/she is being abuse; you can deal with it by telling your safeguarding officer about it or your line manager and maintain confidentiality.\r\nDisclose something if you think the child in danger, you will be doing the best for the child if you disclose such information of a sensitive nature even if you feel you are breaking a confidence. Follow your setting’s regarding disclosure of abuse. Parents should have seen your settings child protection policy which will state that information will be disclose if it is deemed that a child is in any danger.\r\n'