Communication and Professional Relationships with Children, Young People and Adults.

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  • Topic: Communication, Childhood, The Child
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Communication and professional relationships with children, young people and adults. 2.3:1.1
Describe how to establish respectful, professional relationships with children and young people. (Sourced from teaching assistants handbook level 2):
Ten ways to develop positive relationships with pupils:
1. Remembering children’s names and pronouncing them correctly. 2. Being approachable and willing to listen to pupils
3. Listening and responding to pupils in ways which let children feel they are understood. 4. Giving time to pupils as individuals within the school. 5. Avoiding stereotype judgements about individual pupils concerning race, gender, ability or religion. 6. Getting pupils own explanation concerning behaviour before critciising them; do not jump to conclusions. 7. Communicating with pupils I n a sensitive way, e.g. do not interrupt them rudely or talk over them. 8. Showing pupils that they are valued and important people. 9. Being alert to children’s feeling.

10. Looking at the world from a child’s point of view.
It is essential to show a genuine interest in the child’s welfare from a nurturing and educational perspective, being aware of confidentiality when working with children in your local community.

2.3:1.2 describe with examples how to behave appropriately for a child or young person’s stage of development. With every age group and remembering all children will have their own unique development it is important to get the basics right – “remember their frame of reference” – at the point of communication/instruction form the TA is the child/young person able to understand, carry out, think out a solution etc. it is important to remember also the developmental milestones discussed in section 2.1 and alter behaviour accordingly. However there are differences in behaviour dependent upon leaners age, i.e. Children who are 3-5 years old need to have their welfare considered as a priority and a warm, safe play environment provided. These children will struggle to articulate their needs/wants appropriately. The TA’s role is to support the child’s expression and to guide the child in achieving appropriate age related milestones. As the child gets older the more independent the child becomes in terms of, gross and fine motor skills, cognitive development, communication and language, emotional, social and personal development; therefore the behaviour of the TA has to alter accordingly. Children and young people need to have their own ability and points of view heard, their education and knowledge respected in the classroom. However structure and rules in the classroom are important to give a foundation for a warm supportive atmosphere. Another example of this will be to awareness by the TA that from the age of 8 children will have a developmental milestones regarding personal, emotional and social development; so children can become sensitive to criticism, puberty changes and their idea of self-becoming more defined. The TA needs to encourage physical activity, allow them to talk freely or be aware of children needing alone time or privacy. * 0-18 months – A warm soft tone in voice, with soft friendly facial expressions; when preparing dinner and guiding the young child to either eat food or drink milk etc. the adult’s behaviour should be gentle and encouraging through eye contact, demonstration and praise. * 2-3 years - verbal communication with tone, body language becomes more important as the child starts to understand more words. With the situation of giving safety instructions to a child then the adults behaviour should reflect the importance of the instruction whilst ensuring the child feels safe and capable of following it, such as, holding hands whilst crossing the road. I would ensure that I made eye contact with the child, positive friendly tone to voice and be at their level and then hold out my hand and state that when crossing the road we must hold hands and walk...
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