Communicate with children and young people in a way that is appropriate to the individual, using both conventional language and body language
When communicating with children, a number of skills need to be demonstrated to communicate effectively. Children learn to communicate through the responses of others, if they feel they have not had there contributions valued they are less likely to initiate communication themselves appropriate responses reinforce the child’s self-esteem, values this is important in building relationships initiating conversations and finding out the answers to questions builds on the language skills that are integral to child’s learning. In the setting working with children with behavioural and emotional difficulties, it is important to be firm and direct when communicating but also acknowledge when they have contributed positively in discussion to reinforce self-esteem. There are some instances when eye contact with the individuals is enough to stop the inappropriate behaviour.
Learning outcome 1.2
Actively listen to children and young people and value what they say, experience and feel
When communicating with children it is important to take an interest in what they are saying this can be demonstrated by being attentive, actively showing the child/young person that you are listening to what they saying, maintain eye contact, and use appropriate gestures to show understanding. Allow them to express themselves, within the boundaries, give the child time to collect their thoughts, always consider their feelings and reassure them. for example during my work placement I supported a child with speech and language difficulties, he had difficulty expressing his point of view and became anxious, so it was important to give him thinking time and also reassurance to continue. Please see TDA 2.6 Learning outcome 1.1
Learning outcome 1.3
Check that children and young people understand what is communicated
When communicating with children it is important to check that they have understood what is being communicated this can be achieved by asking the appropriate questions such as what are the key learning points by asking them to relay what has been communicated.
In the year 3 class I observed the teacher explaining how to use an empty number line to subtract, and demonstrating on the interactive whiteboard and then asking the class to explain the instructions to their talk partners. This serves to highlight to the adults in the classroom who required additional support. Please see TDA 2.6 Help improve own team practice, Learning outcome 1.1 Take note of children and young people’s responses to own team practice.
Learning outcome 2.1
Demonstrate how to establish rapport and respectful, trusting relationships with children and young people
To establish rapport and respectful, trusting relationships with children and young people use clear language to communicate, adapt styles of communication to the needs and abilities of children and young people who do not communicate verbally, or communicate in different ways. Build a rapport and develop relationships using the most appropriate forms of communication (for example, spoken language, visual communication, play, body and sign language, information and communication technologies) to meet the needs of the individual child or young person and their families and carers, accommodate conversations at the appropriate time and place, understanding the value of regular, reliable contact and recognising that it takes time to build a relationship. Show active listen in a calm, open, non-judgemental, non-threatening way and use open questions. Acknowledge what has been said, and check you have heard correctly. Ensure that children and young people know they can communicate their needs and ask for help. In the setting trust and understanding are promoted by the 4cs courtesy,...