TDA 2.3

Topics: Communication, Graphic communication, Nonviolent Communication Pages: 8 (3156 words) Published: May 19, 2015
TDA 2.3:Communication and professional relationships with children, young people and adults

Task 1 Children and young people

How to establish respectful, professional relationships with children and young people. To build relationships with children and young people you need to vary your behaviour and communication accordingly, you must also show that you are approachable and can work in an environment of mutual support. Children, regardless of age, culture or ability need to feel secure and valued, and this should reflect in your interactions with them. It is important to try and establish this from the start of your relationship with them. You must also be aware of the issues which are important to pupils, and take time to talk through them when necessary. To try and help this it would be good to start talking about how you will work together to help them and find out what each person wants to get from the relationship, by doing this you will develop a mutually respectful relationship. Positively communicating with the pupils and being involved with them will show that you are part of the school community. However it is important to remember that this doesn’t mean you give all the pupils attention whenever they demand it.

How to behave appropriately for a child or young person's stage of development. When communicating with children and young people you need to take into account their stage of development. Depending on age and needs, children will need different levels of attention and support to assist them, this will also depend on what their need is and how long they can concentrate, with more experience working with children you will be able to recognise easier the help that may be needed within the different age groups and abilities. Pupils who have additional needs will need to see that you have advice from other professionals who have assessed their stage of development and those areas on which they need to focus on. Pupils in the foundation stage and key stage 1 are still young and learning to develop their communication and language skills. When speaking to them you need to remember to go down to their level so you don't tower over them, which can be intimidating for them. They may still need to be reminded of the importance of listening to others and taking turns in speaking. You need to remember that when speaking to them you need to be clear and make sure they understand what you are saying; a good idea to make sure that they do understand you is, once you have finished speaking, ask them to repeat it back to you so you are both clear that each person knows what is needed or expected. Children this young tend to tire quickly and have trouble concentrating for long periods, they can also find it hard to cope with change or excitement. Pupils in key stage 2 will be starting to mature in how they communicate, as they will have more experience in the formalities of conversation and may also be more considerate and invite others to speak first. You may still need to remind some pupils about taking turns when speaking and listening when others have their say, this may start to become part of their personality or it can just be due to their immaturity. Pupils in key stage 3 and 4 will be used to formal and informal language. They will know how to communicate and understand one another. They will also have a good knowledge of the different technological ways they can keep in touch with people. Teenagers may become more self-conscious when speaking in front of others and can become embarrassed easily. They may need more time when speaking in group situations to help regain their confidence again. Children who speak English as an additional language will take longer to develop their vocabulary and as a result from this their pattern of speech may differ from their peers. Learning another language should not mean that the child falls behind in their work, it just needs to be handled in a sensitive way so...
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