Level 5 CCLD Management
Unit 136
Support Children’s Care, Learning and Development in the Early Years
Outcome 1.1
Cross reference to Unit 137
Page 21 – 23
Outcome 1.2
Cross reference to Unit 137
Page 12, 13 and 18
Outcome 3.1
As child practitioners we must work on our skills in communicating with children because the way we communicate with them is important not only for their communication and language development, but also the development of our relationship with them. Young children often aren't able to express their thoughts and feelings in words, or express them poorly. Because of this, it's important that child practitioners can listen carefully and help children to learn how to express themselves and also provide what they need. Communicating involves giving, receiving and making sense of information. Children do this by using non- verbal means of communication, talking, listening, thinking, and understanding. In time, the skills of reading and writing enrich this experience. Communicating is a two-way activity; as well as learning to share their experiences with others children also learn to interpret what others are sharing with them. They communicate in many different ways including facial expressions, gestures, body movements, sounds, language and for some children, through assistive technology. Children’s language is more than words, phrases and sentences. It includes art, Braille, dance, drama, music, poetry, pictures, sculpture, signing, and stories. While most children eventually master spoken and written language as their key means of communicating, they continue to speak through their gestures, body movements and expressions to a greater or lesser extent. Some children with special educational needs may need additional and consistent support throughout their lifetime to practise, learn and perfect the art of non-verbal communication.
Active listening
Active listening is not just hearing, but focusing on what the child or young person is
Support Children’s Care, Learning and Development in the Early Years
Outcome 1.1
Cross reference to Unit 137
Page 21 – 23
Outcome 1.2
Cross reference to Unit 137
Page 12, 13 and 18
Outcome 3.1
As child practitioners we must work on our skills in communicating with children because the way we communicate with them is important not only for their communication and language development, but also the development of our relationship with them. Young children often aren't able to express their thoughts and feelings in words, or express them poorly. Because of this, it's important that child practitioners can listen carefully and help children to learn how to express themselves and also provide what they need. Communicating involves giving, receiving and making sense of information. Children do this by using non- verbal means of communication, talking, listening, thinking, and understanding. In time, the skills of reading and writing enrich this experience. Communicating is a two-way activity; as well as learning to share their experiences with others children also learn to interpret what others are sharing with them. They communicate in many different ways including facial expressions, gestures, body movements, sounds, language and for some children, through assistive technology. Children’s language is more than words, phrases and sentences. It includes art, Braille, dance, drama, music, poetry, pictures, sculpture, signing, and stories. While most children eventually master spoken and written language as their key means of communicating, they continue to speak through their gestures, body movements and expressions to a greater or lesser extent. Some children with special educational needs may need additional and consistent support throughout their lifetime to practise, learn and perfect the art of non-verbal communication.
Active listening
Active listening is not just hearing, but focusing on what the child or young person is
Bibliography: Information on active listening was accessed through: http://activelistening.wordpress.com (18th January 2013) Information on augmentative communication was accessed through: http://www.cincinnatichildrens.org ( 19th January 2013) Information on reciprocal information was accessed through: http://www.livestrong.com (22nd January 2013) Information on types of communication was accessed through: www.preschoolspeech.com (22nd January 2013)