SHC31: 1.1 People communicate for various different reasons such as building or maintaining relationships, gaining and sharing information or ideas, gaining reassurance or acknowledgment and expressing thoughts and feelings. 1.2 Communication and good relationships are essential when working in the early years. As practitioners we need to be able to effectively communicate with both the children and parents as well as other professionals. We need to be able to gain information on the child from a parent for various thing such as routines, interests, etc. this enables us to effectively plan for that particular child.
Through this they will make new friends, relationships and be more confident. * Specialised care/Social care: the role of them is to ensure that the child is supported and that to assess their living or the youth if it’s causing them harm, they will be required to be rehoused or be taken under their care as they work under the child protection act. They would decide if the child needs to be in protection and what they will need to be doing to protect the child who’s being abused. The specialist or social care all work in a school and hospitals, they can be referred to people. The care system can be a really decent way of protecting children however if it’s done wrong they child may end up being left with the abuser which make the child continue to being abused until they end up being hurt or dead.
If a child has speech, language and communication difficulties, it would have an impact on their development currently because they may not follow the expected pattern of development for their communication. The child may find it difficult to communicate with their carers and peers and they may become frustrated and show negative behaviour. The
Outcome 1.2 Learning – language is the vehicle for most learning, and proficiency in speech, language and communication is critical to the development of children’s cognitive, social and emotional well-being. Poor language skills will impact on children’s attainment in school. Emotional – good understanding is needed to support the success of programmes such as social emotional aspects of learning (SEAL). Behaviour – speech, language and communication skills support behaviour, as with inadequate skills, a child may become frustrated not being able to communicate and get their point across and therefore may cause behaviour difficulties. However, they may also be able to learn to behave in a way in which they can communicate.
Unit 301 Communication and professional relationships with children, young people and adults Outcome 1 Understand the principles of developing positive 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 As teaching assistants, in order to communicate effectively, we need to be very clear in what we say. Children, young people and adults need us to communicate what is expected of them so they learn the boundaries of professional relationships and children can learn to communicate effectively themselves. Understanding boundaries is paramount. Teaching assistants need to be friendly but firm and know the limits of each to avoid disagreements with children and adults. 1.2 Explain the principles of relationship building with children, young people and adults Being a teaching assistant involves working closely with individuals and groups of children, my relationship with children must be professional.
In this situation, it is important that the Teaching Assistant report their concerns to the classteacher. The teacher can then implement strategies or interventions to help the child improve. The teacher may already be aware that the child has difficulties and the report made by the Teaching Assistant will contribute to evidence gathered by the teacher. A concern such as difficulties with reading could have a knock-on effect on their other literacy skills such as writing. It may also highlight underlying difficulties such as dyslexia or learning difficulties.
1.2- Analyse how regulatory requirements, codes of practice and relevant guidance for managing concerns and complaints affect service provision within own area of work. Abiding by the regulations mentioned in 1.1 enables our staff and registered manager to work in a non-discriminatory way. Ensuring that staff have received training around how to deal with complaints is essential so that they have knowledge and understanding of the process children and young people need to complete in order to complain. By ensuring all staff are knowledgeable of these procedures, children, young people and their families are confident in their right to complain. 2.1- Explain why individuals might be reluctant to raise concerns and make complaints.
How can communication affect relationships in the work place? Practitioners needs to communicate with their colleagues, parents and other professionals in order to achieve effective practice, it is essential to build good relationships with a range of people. Practitioners who have good communication skills tend to have good relationships with children, parents and other adults. Relationships are built on body language, facial expressions and the way people listen and talk to others. To work effectively we have to communicate information, this will include information such as how the child is feeling, what kind of day they have had, what their play interests are or information regarding their health, referring them to outside agencies like speech therapists.
Understanding the reason for a certain behavior coming from a child that is emotionally disturbed is very important for their teachers, parents and peers. They need to be supportive and have more patience to have successful relationships with that child. Observing a child in different environments and personalities can help predict what will set them off. Once that is determined, different ways of controlling or influencing the behavior can be accomplished. You can help the child avoid those types of situations.
Through observation, we can learn what the child can do, what the child likes or dislikes, how the child behaves under various circumstances and how the child interacts with people. Collecting data and measuring student behavior in a formal manner is an especially important aspect of effective teaching for the following reasons: Identifying Current Level of Performance Observing behavior helps to pinpoint where the child currently is on instructional objectives. Teachers often measure children's behavior before they provide instruction. This is called baseline data. Baseline data helps the teacher decide how far the child is from where he or she should be.