1.1 Describe why effective communication is important in developing positive relationships with children, young people and adults.
Introduction
Communication is both dynamic and complex. In time it can be learnt, understood and eventually mastered. Why then do we expect children to be able to communicate with us correctly all of the time?
Working with children requires us to build positive relationships with them quickly, but also in ways that are professional.
The quality of the relationships that we have with children and young people has a huge effect on the way in which we can work with them.
Positive relationships with children and young people are important as when children feel comfortable they can separate more easily from their parents and children are more likely to participate in the play and learning activities if they are secure emotionally.
When children have positive relationships they are less likely to show unwanted behaviour as their needs are recognised quickly and their language develops because they feel confident communicating with us.
As a Learning Support Assistant in a High School I can only carry out my role to the best of ability if I understand children’s developmental needs and know their interests. I am also able to respond to children more effectively once I can recognise their expressions and emotions.
I think that one of the most important aspects of building a relationship is to find ways of communicating effectively. Since working at in a school setting I have now realise that communication is not just about words it is also about our facial expressions, body language and gestures. Also by helping to create a welcoming atmosphere and being an approachable member of staff you are helping to a positive atmosphere which aids create effective communication.
The listener should always become involved in the communication process. Listening is not passive process; rather, it is as active, and behavioural, as speaking. The main indicator of displaying that you are an active listener is that you will be actively responding.
Ways in which we
Communication is both dynamic and complex. In time it can be learnt, understood and eventually mastered. Why then do we expect children to be able to communicate with us correctly all of the time?
Working with children requires us to build positive relationships with them quickly, but also in ways that are professional.
The quality of the relationships that we have with children and young people has a huge effect on the way in which we can work with them.
Positive relationships with children and young people are important as when children feel comfortable they can separate more easily from their parents and children are more likely to participate in the play and learning activities if they are secure emotionally.
When children have positive relationships they are less likely to show unwanted behaviour as their needs are recognised quickly and their language develops because they feel confident communicating with us.
As a Learning Support Assistant in a High School I can only carry out my role to the best of ability if I understand children’s developmental needs and know their interests. I am also able to respond to children more effectively once I can recognise their expressions and emotions.
I think that one of the most important aspects of building a relationship is to find ways of communicating effectively. Since working at in a school setting I have now realise that communication is not just about words it is also about our facial expressions, body language and gestures. Also by helping to create a welcoming atmosphere and being an approachable member of staff you are helping to a positive atmosphere which aids create effective communication.
The listener should always become involved in the communication process. Listening is not passive process; rather, it is as active, and behavioural, as speaking. The main indicator of displaying that you are an active listener is that you will be actively responding.
Ways in which we
Bibliography: Pamela J. Cooper, Cheri Simonds (2007). Communication for the Classroom Teacher. London: Pearson/Allyn and Bacon. P2-63. Burnham L, Baker B (2011). Supporting Teaching & Learning in Schools (Secondary) Appendix