tda 2.3 communication and professional relationships

Topics: Communication, Childhood, Youth Pages: 8 (3559 words) Published: December 4, 2014
Assessment task – TDA 2.3 Communication and professional relationships with children, young people and adults. 1.1) Describe how to establish respectful, professional relationships with children and young people Establishing relationships with children and young people can be hard, especially within a school environment. Ground rules must be established, in order for there to be mutual respect. It is important that the child/young adult understands that you are there to support them, but not to be their friend. It is important to understand the age of the person you are communicating with – what issues and problems may be affecting them, at what is significant to their lives at that time. This understanding will enable you to support them effectively at any phase of their life. Simple things like maintaining eye contact when speaking, and listening and commenting appropriately, ensure that the other person knows you have heard and understood what they have said. By setting a good example, you show children what is appropriate, and how to communicate correctly with each other. Something as simple as praising a child for correct behaviour is enough to inspire them to repeat it, and also inspires others to do the same. By using positive behaviours, you inspire a positive result. Five key things to remember when building and maintaining any relationship within the school are: Always remain professional: no bad language, inappropriate conduct, and don’t bring your home life to work with you. Treat others with respect. It is surprising how well they will respond! Notice the efforts and achievements of others, staff or students, however small. Give practical support when it is needed.

Always avoid gossip, and negativity, within the workplace.

1.2) Describe with examples how to behave appropriately for a child or young person’s stage of development. By the time the child/young person has reached the age range of key stages 3 – 4, they will most likely have a different style of communicating from stages 1-2. They may have a better attention span, be able to immerse themselves in tasks for longer periods of time, and communicate about their activities in a more adult manner. At key stage 1-2 you can expect children to lose focus easily, with play being more interesting than class work, and they will be far more excitable. It will be important to recognise, and adapt, to each age level, and encourage behaviour that is expected at that age, and discourage behaviour that is not. As children age, it is inevitable that language will become less formal, and they may well be less willing to contribute in a discussion, or speak out in class, due to heightened self-awareness, and less self-confidence. They will also start using different methods of communicating – email, instant messaging, and social networking are becoming more and more common, with children as young as 5 having Facebook accounts and virtual profiles. An understanding of these technologies will be useful to support children to stay out of danger. As a teaching assistant, it is important to help those who are less outgoing, and support them to make themselves heard. You can do this by quietly encouraging them to put up their hand and answer a question, or even by setting them goals to speak up once a day. It is important to recognise each achievement of a child or young person, no matter how small it seems to you, as it is likely that it would be a big accomplishment for them. Changing the style of language that you use will help interaction with different age ranges, but children and young people are always conscious of how adults communicate with each other – and it is this observation that teaches them for the future. 1.3)...

References: ₁: https://www.gov.uk/data-protection/the-data-protection-act
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