TDA 2.3 Communication and professional relationships with children, young people and adults In my assessment I will be looking at communication and professional relationships with children, young people and adults in schools as well as identifying and describing the key points linked to this topic. 1.1 Describe how to establish respectful, professional relationships with children and young people When building relationships with children and young people, it is vital that you adapt your behaviour and communication accordingly. You need to be able to make yourself approachable, as some children can find it difficult to connect with adults. This is why demonstrating effective communication skill can be just as important as offering support. Establishing ground rules and mutual respect at the start of any relationship when working with children is vital, this will be the foundation to successfully interacting with all children regard less of their age, culture and abilities.
It is important that children are made aware of what is expected of them within school with regards to their behaviour and interacting with others. Adults must also be conscious of their reactions to certain situations in front of children as they are seen as role models, for example using bad language or aggressive behaviour will stick in a child’s mind and they may replicate the behaviour. As a Teaching Assistant, having a close relationship with any pupil in my setting means I can learn to recognise their needs. I work in the nursery every morning and a lot of the children are only 2
TDA 3.1: Communication and professional relationship with children, young people and adults 2. Understand how to communicate with children, young people and adults 2.3 Explain the main differences between communicating with adults and communicating with children and young people. Communicating with children : - Communicate clear ,concise and appropriate to their ages, needs, abilities by using words and phrases they will understand - actively listening to children - positive respond - asking and answering questions to prompt responses and check understanding - adapt comminication to their language or sen - concentrate what child is saying - use not only verbal but non verbal communication skills like smile, nodding , eye contact etc. - Praise and encouragement - Give support while communicating with children Communicating with adult: - use language that will be understood - maintain professionalism and support to other adult - make an eye contact and other non-verbal skills - respect other ideas even if you not sure about them - you can use other forms of communication: written like email, letter, notices, text. - Avoid assumptions about adults (backgrounds) - Summurise and confirm key points to ensure that you clear on whats happening - Resolve areas of poor comminication by disscusing them.
1.1 Identify different reasons why people communicate. -To express needs -Share ideas and information - To express feelings - To reassure -Socialise - To ask questions -To create relationships -Encouragement -To understand and to be understood -Share opinions 1.2 Explain effective communication affects all aspects of own work. Within my own work we use staff message, staff meetings, and meetings with line manager to communicate with other staff. Using effective communication is important to ensure that the right care is given to each child. Effective communication is also important so that information given is clear, concise, accurate, and informative.
Unit 137 OUTCOME 4.3 BY DEBRA PRICE Children and young people need to trust adults in order for them to be able to answer their questions. The answers should always be answered honestly, and in some instances children will ask many questions as they come to terms as to what may be happening to them. This can be very difficult as adults like to see children happy rather than upset adults do not always listen to children correctly and acknowledge their feelings. Listening to children is critical as we can then learn what they are thinking and how they feel, they could be feeling resentful or have feelings of anger and disappointment, children should be encouraged to speak openly without feeling they have to hold back e.g. “you don’t mean that” attitude .
The key points are to clearly post, refer to, and review learning objectives and language objectives. Multiple levels of English proficiency are set by standards that the students are monitored by model performance indicators. A student’s native language affects his or her language and academic outcomes by being surrounded by other students who are also ELL with the same English acquisition. Students may utilize their home language more in conversations when speaking to classmates who are from the same home language group (Willoughby, 2009). In speaking to other ELL students whose home language is different, ELL students, use English but due to the students’ limitations in their English proficiency, they expose each other to more broken English I will value the instructional power of a word wall by frequently utilizing, maintaining, and updating it.All too often, secondary educators miss important opportunities to build the literacy skills of all students.
3.3 Help children and young people to understand and respect other people’s feelings and points of view. Children and young people need to learn to understand and respect the feelings, emotions and behaviours of others to help them gain an understanding about their actions and consequences. Young children might find this difficult as their understanding will not be as developed enough for them to put themselves in the position of others, but as children grow and learn they gain a greater experience of this and often older pupils will enjoy opportunities to debate and discuss different points of view in lesson time and in social situations. We often speak to them in school about thinking of the consequences of their actions and how they might have affected others. Ways in which my workplace helps young people to consider others feelings * Books, stories, magazines, literacy reading times and interaction through reading.
When talking or listening to children, always maintain eye contact, concentrate on what the child is saying and physically lower yourself to the child’s level. Children always imitate adults’ behaviour, by being a good role model: polite, honest, fair and respectful to children, there is more chance that they will act the same towards you and other adults Fairness allows a child to explain their version of events; however it is important to be consistent in situations, for example, if two children break the same rule it would be unfair to punish one and not the other, this would result in lack of respect from the children. With adults, you can communicate using more complex language. It is important for them to feel comfortable with you, since you are working closely with them. You have to be caring, respect them, be polite, give all the support they need, listen to their views, ask questions on a need to know basis and always try to handle disagreements with adults in a way that will maintain a positive relationship.
1.2 DESCRIBE WITH EXAMPLES HOW TO BEHAVE APPROPRIATELY FOR A CHILD OR YOUNG PERSON’S STAGE OF DEVELOPMENT? First impressions are important for everyone not only child but for parents and people we work with. Children of different age will need varying levels of attention; some may be more advanced than others. Children with “special needs” will need more help. When we work with infants at nursery to help them with basics vocabulary and numeracy we need to choose media that will help them understand.
It is therefore important that you examine your own attitudes and values to consider how these may impact on the way you work with children and young people. Children listen intently to others around them, both adults and other children and soak up all information given to them. The school must make sure that the children are surrounded with positive messages about their peers and their own importance in society. All children are individuals and have individual rights; however they are not the same. It is the policy, currently, to include all children in mainstream education so long as the curriculum can be adapted to suit an individual pupils needs.