Analyse The Importance Of Effective Listening For Children

Attentive listening is required no matter who you are communicating with. Letâ€TMs take children first of all. A key principle in developing a positive relationship with a child is to concentrate and listen carefully, responding in ways which let them feel they are understood. This is known as †̃active listeningâ€TM. Also, providing children with the format to engage in positive interactions, giving them time, respecting them as individuals and showing them they are valued and important within the school are vital components of relationship building. Other needs must also be considered.
Children should feel safe and secure within the learning environment and receive praise and encouragement. The latter translates into increased confidence
In terms of professional background and thinking specifically about the working relationship between the class teacher and the teaching assistant (the former being a †̃professionalâ€TM and the latter not) it is important that the TA is not treated as inferior only carrying out menial tasks like washing paint pots. Similarly, the way children are spoken to by teacher and TA and the way children speak to them in return should be on the same level as far as respect goes. It is important that the learning environment provided is accessible to all children regardless of background and also that the activities provided for learning and play extend childrenâ€TMs understanding of other people from different backgrounds.
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A child may only be capable of taking on board a limited number of instructions at once. Therefore, messages need to be simple and explicit using terms appropriate to the age of the child to ensure understanding. They should be short with perhaps only two directions. A young person on the other hand will be able to retain and act on multiple instructions. If you are asking someone to carry out a task then communication should take the form of clear instructions. When attempting to resolve a conflict, communication will be less about providing direction and more about listening to what participants are actually saying, ensuring the giving and receiving of information is equal. Once again it is important to use words that your audience will know. When communicating with someone who has English as an additional language (EAL), someone with special educational needs (SEN) or indeed a young child it is important to remember that we can use alternative methods of communication. For example, a visual timetable could be used where images represent learning objectives and replace either written or spoken language i.e. 123 for numeracy or ABC for literacy. People take on information and learn in different ways so it is important that communication is inclusive in the sense that it caters for people that respond