Communication in Early Years

Topics: Communication, Nonviolent Communication, Graphic communication Pages: 5 (1626 words) Published: September 29, 2012
SHC 31: Promote Communication in Health, Social Care or Children’s and Young People’s Settings [pic]
Learning outcomes 1.1, 1.2


“Communication is an essential part of working with other adults and children in the early year sector.” (Tassoni P., 2010) Communication is the process of understanding and sharing information where listening plays an important role. We communicate with others, not only verbally, but by how we act. It will include our appearance, gestures, posture, eye contact, body movement, what we carry with us, how close we stand or sit to others, and our facial expressions. Communication allows people to share information and built relationships.

1. Identify the different reasons people communicate.

According to Tassoni relationships and communication are closely linked and all practitioners have to be good communicators. People communicate because:

• They form relations – the first communication will appear when child and parents, young person or practitioner joins the setting. Each week when I start my Polish classes I smile and wave to the children so they know I am friendly and we are going to learn through play. This allows me to build relationship with my pupils.

• They strengthen relations – simply by saying ‘hello’ or smiling to someone we are in the process of maintaining relationships. During my visits in schools I maintain relationships with pupils not only during the lesson time but also when we talk to each other outside the classroom (break time, ‘hello’ in the hall). It is important for me to strengthen relationships with adults in my settings. We often have a nice talk in the staff room or before I start and finish lessons.

• They collect and share information – not only with children but also with they parents and staff. Example: If a new child starts the school we gain information about him/her. When I visit the class for the first time it is important for me to collect information about any special needs, allergies etc. I feel more confident and I can work with children more effectively when I am aware of special requirements in the classroom and in the school.

• They need reassurance and acknowledgement – it helps us work more effectively with our colleagues and children (praising, eye contact, take interest in what they are doing). As a language tutor it is vital to reassure children when they say Polish words, praise them verbally (‘well done’ ‘you work really hard’) or by giving them for example stickers.

People also communicate to express their feelings and needs. Children must express their feelings and emotions. It’s the way they communicate. Tassoni believed that, “ Children and young people who do not have opportunities to do this can become very frustrated and also isolated”. On my work experience I meet children for example foreign nationalities. They speak very little English or none and it’s very difficult for them to settle in. Finally, people communicate to share ideas with others. Sometimes I ask children what they think, or how they imagine, do they have an idea about something. It will help them to be more creative and they love when I listen and care what they say. They feel important.

2. How communication affects relationships in the work setting?

It is very important to set up good relationships with people in the setting. Good communication skills will help us to have strong and positive relationships with children and adults.

Here are some areas in which professional relationships and communication are vital in the early years settings:

• Collecting and sharing information – it’s a feature of work with children, parents and other adults. We must gain and share information to work effectively. It will include how a child is feeling, what play interests they have. Another important thing is about they health and welfare, for example speech and language therapist, medication needs to be...
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