Communication and Professional Relationships with Children and Young Adults

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TDA 2.3 Communication and professional relationships with children, young people and adults Introduction
This unit provides the knowledge that forms the basis of effective communication and professional relationships with children, young people and adults. Learners will find out how to adapt their communication to suit the age or developmental stage of the person they are interacting with. The unit also covers the legislation, policies and procedures concerned with confidentiality, data protection and the disclosure of information.

Learning outcomes
After completing this unit, learners should: 1 2 3 4 know how to interact with and respond to children and young people know how to interact with and respond to adults know how to communicate with children, young people and adults know about current legislation, policies and procedures for confidentiality and sharing information, including data protection.

This unit has links to the following national occupational standards. STL4 Contribute to positive relationships SWiS 2.2 Explore school values, policies, roles and responsibilities CCLD 201 Contribute to positive relationships

Additional guidance for delivery
For all sessions, it will be useful if the learners have access to school policy covering confidentiality and the grievance procedure. For session 1, you may like ask learners to research into relationships within the workplace. For session 2, you can facilitate a whole-class discussion in which learners identify someone whom they think is a good role model and give reasons for their choice. For session 3, learners can carry out some research on the Internet about communication and how to deal with conflict. They may find the websites listed helpful for this task. For session 4, you can ask a college employee to come in to discuss with the learners how their personal information is stored within the organisation and how this adheres to current legislation.

Further resources
Burnham, L. and Baker, B. (2010) Level 2 Certificate in Supporting Teaching & Learning in Schools Candidate Handbook, Oxford: Heinemann – Website of the charity Talking Point, which contains a wealth of information on children’s communication. – A useful website from the Transforming Conflict organisation, which offers advice and training on how to deal with conflict.

Continued overleaf

© The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted.

TDA 2.3 Communication and professional relationships with children, young people and adults Level 2 Certificate in Supporting Teaching & Learning in Schools TDA 2.3 Introduction continued

Answers to activities
A1 Interacting with young people and children to establish relationships Task 1 Words should appear in the following order: 1 4 trust positive 2 5 relationship high expectations 3 6 honest communicate

A3 Interactions with adults
How to establish professional relationships with adults
By approaching and responding politely Be committed to cooperative working By considering the views of others

Why adult relationships are important as role models for children and young people To demonstrate positive relationships To demonstrate mutual respect To model effective communication

A4 Communication
Age range
Younger than 2 years 2–3 years 3–4 years 4–8 years 8–16 years Adults

How communication differs
Vocabulary is limited. Communicating mainly through body language and by reading facial expressions. Starting to copy adults, learning more words and gaining confidence. Starting to string words together and may be using questions. Using language to build relationships. Developing reading and writing skills. Developing discussion and negotiation skills. More confident and using more complex language. Can communicate using complex language. Able to use verbal and non-verbal communication.

A5 Adapting communication Task 1...
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