Effective Communication Skills in Early Childhood Educators
The most essential skill for early childhood educators is effective communication. Communication skills can be both non-verbal and verbal. At birth non-verbally communication occurs and as verbal communication skills are acquired oral comprehension is possible. Parent to child communication occurs throughout life, but the importance of parent child communication in early childhood is the most profound. Effective communications in early childhood educators are identified by communication between student to teacher and teacher to parent. Without effective communication skills it would be difficult to pass on knowledge and or skills. How effect communication skills are can be tested both internally and externally.
The earliest form of communication a child makes is non-verbal in the form of crying (Bee, 1999, p.169). This sound communicates to a parent or carer that action is required, whether it is ‘I would like a cuddle cry’; ‘I need a nappy change’; ‘I’m hungry’ or ‘I’m in pain’ it is the first basic communication skill of a child.
Bee (1999, p.169) states that ‘fussing, gurgling, and satisfied’ sound also emerge and by the second month the child begins to ‘laugh and coo’. This laughing and cooing communicates to us the state of the child’s emotions in a non-verbal way that is, without the use of words. Bee (1999, p. 169) goes on to say that by 12 months a child starts to ‘babble’. Babbling is a string of sound such as ‘dadada’ or ‘ mamama’. As this ‘babble’ develops the child non-verbal communication of only crying decreases.
As social interactions begin, depending on “familiarity of environment”, children between 12 and 18 months, still use non-verbal communication with each other, even though they may be able to talk, by imitated one another, gesturing, touching (Knott, 1979, p. 226) and are more likely to share toys (Arnold, 1979, p. 215). Verbal communication commences at around 2 years of age when response is needed. An example of
The earliest form of communication a child makes is non-verbal in the form of crying (Bee, 1999, p.169). This sound communicates to a parent or carer that action is required, whether it is ‘I would like a cuddle cry’; ‘I need a nappy change’; ‘I’m hungry’ or ‘I’m in pain’ it is the first basic communication skill of a child.
Bee (1999, p.169) states that ‘fussing, gurgling, and satisfied’ sound also emerge and by the second month the child begins to ‘laugh and coo’. This laughing and cooing communicates to us the state of the child’s emotions in a non-verbal way that is, without the use of words. Bee (1999, p. 169) goes on to say that by 12 months a child starts to ‘babble’. Babbling is a string of sound such as ‘dadada’ or ‘ mamama’. As this ‘babble’ develops the child non-verbal communication of only crying decreases.
As social interactions begin, depending on “familiarity of environment”, children between 12 and 18 months, still use non-verbal communication with each other, even though they may be able to talk, by imitated one another, gesturing, touching (Knott, 1979, p. 226) and are more likely to share toys (Arnold, 1979, p. 215). Verbal communication commences at around 2 years of age when response is needed. An example of
References: Arnold, M (1979). Theory into practice, Vol. 18, No. 4. Communicating with young children Australian Curriculum, Assessment and Reporting Authority (ACARA) (2011). Retrieved from http://www.acara.edu.au/default.asp Bee, H (1999) United States: Longman Knott, G (1979) McClain, K (2002). The journal of the learning sciences, Vol. 11. No. 2/3, analysing tools: perspectives on the role of designed artefacts in mathematics learning. McCombs, B. L. (2003). Theory into practice, Vol.42, No. 2, learner-centered principles: a framework for teaching National Assessment Program (NAP) (2008). Retrieved from http://www.nap.edu.au np.