TDA 3.1

Topics: Nonverbal communication, Communication, Sign language Pages: 7 (1806 words) Published: October 18, 2014
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 different aspects to a practitioner’s role when supporting children’s learning skills. Communication involves listening, questioning, understanding and responding using them to interact with children, their families and your colleagues. When communicating with young children attentive listening is very important as some children’s needs might be better understood by what they don’t say but by the feeling their facial expression show or body language express. Body language and facial expressions will also help in understanding the child’s feelings. Tone of voice, volume and clear pronunciation are the main principles of communication using these correctly can express all matters of emotion such as when praising a child using a sincere tone of voice will reinforce this action. When working with mature young people try to communicate at they level and try to avoid physical contact with them. Always maintain eye contact and interest, responding to what they are saying and treat them with respect and courtesy. Remember always be formal when in school. As a practitioner working in any child care setting we will be communicating with parents on daily basics and we will be more likely to exchange information to each other if we have positive relationships. Parents and adults who come in to the school more likely to give support if communication is effective. If parents have some concerns about their child, we should take them to a private place and discuss with them in a professional manner.

1.2. Explain the principles of relationship building with children, young people and adults. The principle of relationship with children, young people and adults is effective communication and trust. As a practitioner in school setting you should ensure that the person feels safe and secure in your company. If they feel close to you and feel you care they will be comfortable opening to you. Get to know the child, show them that you interested in them, call them by their name and be aware, wherever possible of they circumstances. Show them the respect that you would like to shown to you. You have to respect adults and children from different cultures and their different beliefs or values from your own. Remember the names and issues which are personal to them. Be clear exchanging information and ask them to repeat back to you. And use your sense of humour when appropriate to break the ice in difficult situations.

1.3. Explain how different social, professional and cultural contexts may affect relationships and the way people communicate. When communicating with others a lack of understanding of one another’s background and culture can affect relationships. We need to adapt the way we communicate in different situations, and use more formal and informal language at different situations. Different cultures will have their own rules of behaviour which can be body language, gestures, and eye contact. In modern world we attend to use more internet and phones to text messages, email, Facebook, and chats where nonverbal communication involves and can be taken wrong way as they don’t have tone of voice to direct them.

TDA 3.1.
2. Understand how to communicate with children, young people and adults. 2.1. Explain the skills needed to communicate with children and young people. Number of skills needed when communicating with children and young people. We have to encourage children to verbal communication teaching them to difference between appropriate and inappropriate language. Ask them to share ideas and listening to what they have to say. Effective listening is very important. Get down to they level...
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