Unit 8 Shc 31

Topics: Nonverbal communication, Communication, Facial expression Pages: 7 (2497 words) Published: March 18, 2013
Unit 8 / CACHE SHC 31
Promote communication in Health, Social Care and Children’s and Young Peoples’ settings 1.1 Identify the different reasons people communicate. Communication the activity of conveying information through the exchange of thoughts, messages, or information, as by speech, visuals, signals, writing, or behaviour. It is important that you communication well as it helps form effective relationships with children, young people, their families and colleagues. Good communication is vital when working in a care setting as you need to be able to communication with a wide range of people such as: 1. children and young people

2. their parents, families and carers
3. colleagues and managers
4. different professionals such as teachers, doctors and social workers Communication can one-to-one with a child or parent or within a group, such as staff meetings. To build relationships
Building relationships in a care setting is important because it enables you to gain trust and give support. You need to build positive relationships because children can sense if adults do not get on. You must also feel you can talk to parents/carers; they need to feel they can open up to you and share any information. Where parents are concerned, it is essential to build positive relationships so that we can work closely together to benefit the child in a variety of ways. This includes settling the child in, sharing developmental information and also learning about children’s interests. It is important to build relationships with colleagues as it enables you to give and receive support. This helps to build a positive work environment in which: My colleagues and I receive job satisfaction and this encourages us to provide the best service for children and young people. To maintain relationships

It is important that the child’s key person builds and maintains a good relationship and gets to know the child and his or her family really well. Maintaining a good relationship will enable a trusting relationship to be built and maintained. I always take into consideration of each individual’s needs, wishes and preferences. Listening skills are also very important in maintaining relationships. I am able to listen with sympathy and understanding and give support as the appropriate time. I encourage children that lack confidence that people will value what they say. To gain and share information

There are many ways to gain information for example gaining information from talking to and observing children, talking to their parents and carers and meetings with colleagues. Parents and colleagues are the main recipients of information and it is important that colleagues are well informed, especially when it comes to the child. It is also important that the information is accurate otherwise this can lead to the wrong information being passed on. There are many occasions when a parent wants to talk to me so I try to arrange a time that is away from the children. However, I understand that parents are busy and try to be flexible. I always inform parents about their child’s progress and day to day activities and this also contributes to building and sustaining effective relationships with parents. I have an effective relationship with my line manager and share any concerns about a child, parent, colleague or the working environment whenever necessary. I use both verbal and non-verbal communication to gain and share information with children. I assess body language and facial gestures to identify the child’s needs. To share ideas and feelings

A child or young person should be given opportunities to express themselves freely so they are confident that adults will acknowledge them and meet their needs. Children gain and share information at the nursery through activities such as circle time. Since the opportunities for reading, discussion, and play in circle time are endless, so too is the opportunity for children to learn and grow....
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