Also a child can tells us some news, or a parent asks a question. A colleague might give us instructions or a visiting practitioner might make an observation. The information you give, receive and pass on will help you to carry out your work effectively. To expressing needs and feelings: children and young people should given opportunities to express themselves freely , also adults need to share needs and feeling with each other and in this way build up a sense of trust with the person they confide in and meet their needs. To sharing thoughts and ideas: If we have ideas, questions and opinions about our work, we should sharing them with colleagues helps to clarify, develop and even change the way we think and act.
We have to be able to share our experiences and mistakes so as we can learn from each other. To be able to care for the child we must not only build a relationship with them but also with their parents / carers and others in their family, we have to be able to maintain this relationship as well, this can be done daily by simple gestures such as waving hand for hello or goodbye, listening and taking interest in what the child or others have to say. Through communication we are able to reassure and comfort each other, express what our needs are and help others with their needs, guide each other and try to help resolve conflicts or disagreements. Through communication we can show our love for one another. 2.
1.1 Different reasons why people communicate. When in early years setting, people communicate for a range of purposes, such as, to give/receive information or instructions, to discuss an issue, to express needs/opinions and to develop their own learning. When those, who provide care for children and young people, communicate, their practice becomes better adapted and communication is vital to work together as a team. According to K.Beith et al “as an early years practitioner, the way you communicate with adults will also affect the quality of care provided for the children” and it is important to communicate effectively to ensure that everyone has clear information and can understand your actions. (Beith.K et al,Pg.2, Level 2 certificate for the Children and young people’s workforce, 2010, Heinemann, Harlow) When I work with children I communicate with children and young people to build relationships, verbal or non-verbal communication may be used to help children and young people feel welcome and valued, and to co-ordinate activities.
CU2941. Ashleigh Vincent. Use and development systems that promote communication. Learning outcome 1 The range of groups within my job role whose communication needs must be addressed are the service users I care for, colleagues, visitors and families. One service user is non verbal and uses little Makaton, the other service users have learning difficulties and have different levels of verbal communication, such as short sentences, one or two worded answers/ questions.
E1 One of the practitioner’s roles in meeting children’s learning needs could be to understand and work with other practitioners and staff. This can help to provide different learning opportunities to individual children because each child is unique as practitioners should take into consideration all diverse learning needs, for example there are many activities that could be changed to suit individual children. The practitioners’ role would therefore be to plan and resource an environment that is challenging and helps children learn in many different areas of their learning. The role of the practitioner in supporting the learning needs of children is they have to complete regular assessments on their development and learning to identify their progress and plan their next steps to help the children achieve further. The Early Years Foundation Stage (EYFS), (2012) states that the role of the practitioner is crucial in observing and reflecting on children’s spontaneous play, building on this by planning and providing a challenging environment which supports specific areas of children’s learning and extends and develops children’s language and communication in their play.
Communication is vital in building that positive relationship needed for trust and respect, something that is very much needed when working with children, young adults and their parents. It is also important that we model positive and effective communication skills when we are asking pupils to think about how themselves are communicating. If we do not communicate effectively how we expect young adults and children the message is mixed and they find it hard to understand what is acceptable and how we should communicate with each other. 1.2 As Teaching Assistants we need to build effective relationships in order to do our job well. there are several generic principles that underpin building a strong relationship with children, young people and adults: Effective communication - one of the most important aspects of building a relationship is finding a way to communicate effectively.
ASSIGNMENT HSC 31 Explain how to promote effective communication for and about individuals on difficult complex and sensitive issues and how to support others to communicate and update and maintain records and reports. ‘Good communication is central to working with children, young people, their families and carers… [Good communication] involves listening, questioning, understanding and responding to what is being communicated by children, young people and those caring for them.’ (Green Paper: Every Child Matters 2003) Effective communication is one of the most important skills a residential childcare worker can possess. This is because consultation is imperative in providing a quality care service, listening to children is a key principle of the Children Act (1989) and according to the National Minimum Standards (2002) it is essential to consider the opinions and perspectives of the service user and their significant others. Children and young people should be involved in decision-making and future planning according to their age and understanding. It is easy to imagine how a young person’s needs and wishes might be lost when so many people are responsible for fulfilling the parental role.
Within the nursery setting communication is a key feature in day to day doings; Practitioners will usually communicate witlh parents or carers to discuss a child's prgress in the long term and to explain about the daily activities a child has been involved with. A priotrity of communications use between practitioners and parents is to identify the incidents or accidents that have happened within the nursery. As well as serious communication, some forms can flow to encourage and perserveer children into fun activities and positive behaviour. Within the nursery environment communication is not always used with Parents or carers, it is also used with other staff members in a number of areas, these areas are presented within meetings about a nurseries running and to pass on urgent information, Practitioners can also use the tool of communication to discuss and talk with the children. Certain situations are presented within a nursery when speech is needed, this can be to give instructions within dangerous activities, (only dangerous if instructions
Because children, young people and families needs can be very different, the composition of a multi-agency team will differ from case to case. It is important each practitioner brings with them their own specialist skills, expertise and insight so that the child, young person and family gets the best support possible. Benefits Multi-agency working provides benefits for children, young people and families because they receive tailor-made support in the most efficient way. The benefits of this include * early identification and intervention * easier or quicker access to services or expertise * improved achievement in education and better engagement in education * better support for parents * children, young people
For effective partnership working I need to ensure that communication is clear and this can be formed between a number of organisations, agencies or individuals with a shared interest in the young person. Effective partnership working should be centred around the young person with common goals to be achieved for the best interests in that young person. If I work effectively with partner agencies problems and concerns can be identified early and the right help given in a timely manner. 1.2 Explain the importance of partnership working with: Colleagues It is vitally important to work in partnership with colleagues as they work with the young people in my care on a daily basis. By working together the outcomes for the young people in my care will be better than it would otherwise by working alone.