Ardelle Chapman. TDA 3.1 (2.2) 31/12/2012.
An explanation of how to adapt communication for:
The age of the CYP
When working with children each age group requires a different level of support and also a best way to communicate, communication doesn’t just change on the age of the child but also the child themselves. When working with children in the foundation stage F-1 it is appropriate to speak to children n there level whenever possible this helps the child to feel more comfortable as they haven’t got someone towering over them, also for the adult it helps them to hear the child correctly as younger children are likely to not be as loudly spoken and may lack in confidence. Also another non verbal communication in this age is to use lots of facial expression as children will pick up the meaning of a word or what context it is meant in by facial expression as well as tone of voice. Younger children also benefit from the use of actions to go with words such as having a hand action for hello waving etc. this makes language more remember able to them and easier for them to use. The verbal communication for this age needs to be simple, using words which the child will understand both the meaning of the word and the context it is meant in for example clear instructions are helpful such as “ go and get your coats on, its cold today, they need to be done up, and then line up please” a opposed to “ coats on” the children will not know to do up or line up. Clear tone of voice I also needed and children quickly respond to this if a member of staff has a calm happy tone of voice and changes to a stern tone the pupils are likely to recognise she is upset about something as her tone of voice has dramatically changed. Where as if a member of staff always had a flat tone of voice which doesn’t change children are likely to be less aware or able to pick up on the contexts things are meant as they are unable to relate to the changing of tone. In KS-1 pupils have much better language skills and can use more complex words, Verbally I can use more complex words such as time words, and more complex description words when communicating with them light humour is also appropriate as they will be able to understand it. In KS-1 pupils are likely to find it a little unnerving If I were to always speak to them on their level as they are older and may see this as been spoken to like a baby, however eye contact is still important when speaking to them. Hand actions will no longer be needed at this stage, also facial expression is still important but needn’t be as exadrated. As children get older depending on their development they are likely to be able to communicate on a more adult level, exploring language and understanding its context and meaning, using humour and asking questions if unsure of how something is meant. The context of the communication.
How I communicate with the CYPs in the settiing will be adapted also to the context in which I am talking for example when in the classroom working with a pupil on a task I will speak in a calm relaxed tone of voice, encouraging them while they do the task, if a pupil had been struggling I may change my tone of voice to a more enthusiastic pitch recognising their achievements. When in a classroom and a pupil might talk whilst the teacher is talking either to myself or another pupil usually saying their name in a stern tone and unsmiling face is enough to get them to correct their behaviour. Whilst in the playground speaking to a pupil on a social subject I can relax use light humour, be interested in what they are saying without asking inappropriate questions. I can use hand gestures and have a more relaxed pose. Communication differences.
Pupils depending on their individual needs, preferences may need different communication from their peers for example is a pupil is quiet shy and quietly spoken...
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