top-rated free essay

Tda 3.1

By flinty1 Aug 11, 2013 1838 Words
|REFLECTIVE REPORT – Unit TDA 3.1 |Ac’s / knowledge | | | | |explain why effective communication is important in developing positive relationships with children young people and | | |adults. | | |If I have good communication with the children then is easier for them to trust me then they could come to me with any | | |questions or problems which may arisre in school or out of school. | | |Effective communication amongst staff in school is important because staff will work considerably better as a team. Staff| | |will then be more likely to ask for help and support from colleagues if they need it. It enables the school to be | | |organised and operate much more efficiently. An example of this would be a missed telephone call. It is more likely that | | |the message would be passed on if positive relationships were established amongst staff members. Building positive | | |relationships creates a much brighter school and drives staff to provide the best support for pupils because they love | | |coming to work. | | |explain the principles of relationship building with | | |children, young people and adults. | | |I think all good relationships are built on warmth, caring, mutual respect and a willingness to listen to and accept one | | |another. Relationships with children are especially tender and deserve extra attention and care as children are | | |developing their concepts of the world and their place in it. Children look to the relationships with caring adults in | | |their lives to answer many questions. They want to know. You can stop doing what you are doing and give the child / young| | |people your full attention . | | |1.3 explain how different social, professional and cultural contexts may affect relationships and the way | | |people communicate. | | |Different social, professional and cultural contexts may affect relationships and the way people communicate because of a| | |lack of understanding of one another’s background or/culture. There are several behaviours that may be seen | | |differently by people. | | |When communicating with others we need to consider the situation in which we are working, we need to adapt the way we | | |communicate in different situations. | | |We should also remember that different cultures will have their own types of behaviour which may extend to gestures, body| | |language and eye contact. | | |2.1 explain the skills needed to communicate with children and young people. | | |To communicate successfully with children you need to be aware of their level of development and an understanding of | | |cognitive and language ability. For example if a 4 year old was drawing at a table and wanted your help, you would need | | |to sit and kneel beside him/ her and make eye contact. To show an interest in what they were saying you would listen and | | |always repeat what they had said to show that you understand. Whatever the age of the child and even if they are a young | | |person or adult, you should always ; | | |Find opportunities to speak – Give the child, person the chance to speak and express themselves. Some children may lack | | |confidence and need more time to be able to express what they are trying to say. All ways encourage children to ask | | |questions, offer ideas and make suggestions. | | |Make eye contact and use active listening – If you say you are listening but are looking away it gives the child or | | |person the message that you are not listening to them and are not really interested. You should always Make sure that if | | |someone is talking, you are giving them your full attention. You must give the children your full attention and this may | | |mean finding a quiet space so that you can actively listen to them without distractions from the other children. | | |2.2 explain how to adapt communication with children and young people for | | |A; the age of the child or young person, | | |No matter what words you choose to communicate with young children, a most important factor is to talk to them, and not | | |at them. They are people with feelings and needs and brainpower. Their life skills are more limited than that of adults | | |but their views are as important as yours. So listening as well as talking is important. | | |Never talk down to a child. He or she may be young, but is not a lower life form. | | |B; the context of the communication | | |If a child is withdrawn and quiet I would speak softly to him / her and spend a little time reassuring them. Children | | |who are loud and outgoing I would speak to them calmly and clear. When a child hits puberty it will not only bring on | | |many physical changes to their bodies. Young adults will become body change aware and with the added rage of hormones | | |will make them feel very self-conscious of these changes and they may perhaps become embarrassed easily. This is why we | | |have to be cautious with our approach to children of a certain age and what subjects to introduce upon them. We should | | |try and avoid putting them into situations that may embarrass them. Try to gain their confidence and faith so that you | | |are approachable should they need to talk to you in confidence about anything. | | |C; communication differences. | | |When communicating with a child or young adult with communication problems you should always try to remain patient and | | |calm at all times. For example a deaf child may need extra time to respond so do not try and rush the individual into | | |saying what they need to say or finish off their sentence for them. They may also need to use or find resources to talk | | |back to you. A child or a young adult with English being their second language may need that additional time to translate| | |in their head what you have just asked/said to them. | | |2.3 explain the main differences between communicating with adults and communicating with children and young people. When| | |communicating with children you need to be clear so they understand what is expected of them. Always Make eye contact | | |make sure you Keep the point short and clear always think about the vocab your using. | | |Never interrupt children and never dismiss anything they are saying, this will only lower their self-esteem. Don’t laugh | | |or hurry them when they are speaking. | | |When communicating with adults you need to be respectful and consider their point of view. | | |Think about the method of which they prefer to | | |Communicate, telephone, and email or in person. | | |2.4 explain how to adapt communication to meet different communication needs of adults. | | |The way adults communicate in the setting has a huge effect on children. Being sensitive to potential difficulties in | | |communicating is essential. This means not making assumptions about the best methods of communicating in any given | | |situation. It is important to be aware that people are different and adults can find communication difficult. Patient is | | |important. Children will notice the atmosphere and model their own behaviour on the way in which adults treat each | | |other. When the adults around them are able to work together, children will benefit. | | |When I communicate with adults I always: | | |listen to what they say, | | |do not assume or jump to conclusion, | | |if I am unsure of something or something is not clear to me I ask about it, | | |We should adapt the way we communicate with other adults when they have communication difficulties, | | |impairment-visual/hearing, | | |emotional difficulties-always be sensitive to this, | | |speech and language. | | |I try to communicate clearly with other adults, | | |I respect other adults and their views and opinions, | | |I use different style of communicating that meet the needs of situation and the person I need to communicate with. | | |2.5 explain how to manage disagreements with children, young people and adults. | | |if I saw two children/ adults/young people arguing , I would remove them from the situation and speak to each child | | |indviduly to get both side of the story. Using the restorative approaches , I would ask questions like: | | |what happened ? | | |What were you thinkin at the time ? | | |What have your thoughts been since ? | | |What did you think when you realized what had happened ? | | |I would then get the children together again and sit down with them both and descuss what has happened together . | | |3.1 summarise the main points of legislation and procedures covering confidentiality, data protection and the disclosure | | |of information. | | |All information should treated confidentially as stated in the data protection act 1998, any information should be | | |stored as stated in the act and all members of staff should be familiar with it and follow the guide lines. | | |In my role in school I make sure that no information is passed to a third party and always checking with my teacher if I | | |am unsure. If a parent gives me information about a child I ensure that I record the information correctly and pass it to| | |the correct member of staff. | | |3.2 explain the importance of reassuring children, young people and adults of the confidentiality of shared information| | |and the limits of this. | | |It is important to reassure children, young people and adults that any information about them is kept confidential and | | |only used where and when necessary and only for the duration required in order to maintain their trust and security. | | |Children and young people need to be able to know that their information will be kept confidential and they won’t be put | | |at risk of teasing or bullying by other pupils. | | |Adults need to feel secure in the knowledge that they or their children will not be the topic of playground gossip by | | |other parents and that their home details will be safe from others. Parents should be reassured that the school is | | |providing correct care and support for them and their children. There may come a time when you will need to let others | | |know your duties with regard to confidentiality and the sharing of information you have gathered regarding a child or | | |young adult. In most cases parental consent is necessary in order to share the information with other professional | | |bodies, however, the school has a legal obligation to disclose information if there is any indication of the child or | | |young adult being at risk. | | |3.3 justify the kinds of situation when confidentiality protocols must be breached. | | |If I became aware of information which led me to a genuine suspicion that a child is being abused at home, then it would | | |it be right for me or another adult to pass on the information. The general rule is that if you believe a child to be at | | |a significant risk of harm then you should pass on personal information to those who would be able to prevent harm to the| | |child. Every setting will have policies and procedures that must be followed in these circumstances. I would fill a | | |course for concern form out and give it to my head teacher who would then inform social serves. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |

Candidates Signature:…………………………………………………… Date:

Assessors Signature:…………………………………………………….. Date:


Candidate’s Name: lisa ohare Date: 24/03/13

Assessor’s Name: Catherine Welsby

Location: Delphside

Cite This Document

Related Documents

  • TDA 3.1

    ...Unit title: Communication and professional relationships With children, young people and adults TDA 3.1 1.1 Explain why effective communication is important in developing positive relationships with children, young people and adults. Communication plays a large role in developing positive relationships with others. It is important that...

    Read More
  • TDA 3.1

    ... TDA 3.1: communication and professional relationships with children, young people and adults. Used for reference: Heinemann work based learning, Louise Burnham, supporting teaching & learing in schools (primary) 1.1 Effective communication is important in developing positive relationships with children, youn...

    Read More
  • TDA 3.1

    ...TDA 3.1: Communication and professional relationships with children, young people and adults. 1.1. Explain why effective communication is important in developing positive relationships with children, young people and adults. Communication the ability to understand and carry out verbal and written instructions accurately, one of the many dif...

    Read More
  • Tda 2.2 3.1-3.3

    ...T.D.A 2.2 Safeguarding the welfare of children and young people 3.1 *identify the characteristics of different types of child abuse Abuse, harm or bullying of children and young people can take many forms. Sometimes more than one form of abuse is experienced at the same time for example a child may be physically abused as well as neglected...

    Read More
  • Tda 3.1

    ...TDA 2.3: Communication and professional relationships with children, young people and adults. 1.1. ​ All children from very young age to adulthood need to feel that they are spoken to with respect and they need to feel that the appropriate adult communicates with them in the way they understand. Children have a very good ability to sen...

    Read More
  • TDA 3.1

    ...1.3 Explain how different social, professional and cultural contexts may affect relationships and the way people communicate. When communicating with other professionals in school our language and behaviour should be more formal and official when speaking to other professionals or senior members of staff, over time this form of communicating ...

    Read More
  • tda 3.1

    ...CYP core 3.1 1.2 Explain the difference between sequence of development and rate of development and why the difference is important- The pattern of development for children and young people is very important, we must realise that all areas of development are linked together. Everyone develops at different stages. The different types of develo...

    Read More
  • TDA 3.1 STLS LEVEL 3

    ...TDA 3.1 Communication and professional relationships with children, young people and adults. Area 1 Principles A Effective communication is extremely important within the development of a positive relationship with children, young people and adults. Communication may be 'verbal' or 'non verbal'. Sometimes 'non verbal' communication h...

    Read More

Discover the Best Free Essays on StudyMode

Conquer writer's block once and for all.

High Quality Essays

Our library contains thousands of carefully selected free research papers and essays.

Popular Topics

No matter the topic you're researching, chances are we have it covered.