Identify and Explain Communication Relationships

Topics: Need, Nonverbal communication, Childhood Pages: 6 (1756 words) Published: April 20, 2013
Promote Communication in health, social care or children’s and young people’s settings

1.1 Identify the different reasons people communicate Communication is very important and can be non-verbal: making eye contact, body language and gestures, verbal: talking, singing, listening and responding, and written. People communicate usually to provide or receive information. The information provided can be passed on and used for teaching and learning. It is also used to share our ideas and thoughts, to interact with others, and to understand others. Communication allows us to make decisions, to inform others, to resolve conflicts and problems, and to meet social and physical needs. We need to communicate in a nursery especially, as it is part of child development. Communication allows for connection with a young child, and enabling positive relationships to build by sharing and relating information. We also use communication whilst experiencing different things, such as new food, which allows everyone to express their ideas and extend their vocabulary. 1.2 Explain how communication affects relationships in the work setting Communication in the workplace is a system for sending and receiving messages. Communication is a process that enables us to have good relationships with parents, colleagues, and children. Good relationships can create a welcoming and secure atmosphere for the children. This then helps the child to settle in and feel relaxed. Children are ‘social learners’, and learn by copying other people. Adults working with them should model good communication, both speaking and listening, so children will learn from them. Children need to know that they are being listened to and heard. This helps them to build up trust with adults, and promotes better relationships. The more you learn how to listen to the child, the better you will be able to assess their abilities and interests, and planning for their next steps in learning and development. You will also get to know them well and then you can support their emotional needs by being in tune with them. The better and sooner children learn to communicate, the more easily they will form friendships and their confidence and self-esteem will increase. Very young children often aren’t able to express their thoughts and feelings in words, so it is important that adults working with them can listen carefully, and help children to learn how to express themselves. Good relationships also benefit the quality of interaction between the setting and the parent. Parents are more likely to share information, make comments and take an interest in what their child has been doing. This also benefits the child as additional information will be passed on to help the practitioner meet the child’s needs. There also needs to be good communication between staff members in the setting so they can enjoy their work. A good relationship in a team means that during times of stress and difficulties, practitioners can support each other. If there is lack of communication between staff members, vital information may not be passed on, and the child’s safety could be affected. This could be what a child’s allergies are, or who will be picking the child up.


Confidential information is information of some sensitivity, which has been shared in a relationship where the person giving the information understood it would not be shared with others. This also means the discretion in keeping secret or private information. All childcare settings must intend to fully respect the privacy of children and families. It is good to try and ensure that all parents and carers can share their information in the confidence that it will only be used to enhance the welfare of their child. Settings can respect confidentiality in the following ways:

* Allowing parents to have access to files and records of their own children, but do not have access to information about any other child....
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