Communication and Professional Relationships with Children, Young People and Adults

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TDA 3.1 – Communication and professional relationships with children, young people and adults Area 1 – Principles Effective communication is vital when working with children and young people. Ensuring class and school rules are adhered to will help the children establish boundaries. For example; Child ‘K’ is being dealt with for repeatedly being reminded not to back-chat teachers and teaching assistants when being asked to do or not to do something, i.e., running around the classroom. By dealing with the negative behaviour helps the child understand that this behaviour is unacceptable and will not be tolerated. When doing this it is important that other children are dealt with in the same way and that all staff follow the same rules and lead by example. Failing to do so could lead a child or children resenting an adult for contradiction of rules and double standards. It is just as important to ensure the same consistency of effective communication when working with adults, whether it be parents of children or other members of the staff team, for example; if there has been a situation in class involving a child and the teacher is unaware, it is important to ensure the teacher is informed when convenient as soon as possible and if need be the child’s parents are also informed of the situation that has taken place. Ineffective communication can lead to members of staff feeling unsupported and a possible resentment between colleagues and parents / carers. When working with children and young people it is important that they feel safe and comfortable in your care, for example; children are always greeted with a smile – as soon as a child sees a happy, friendly face they automatically feel safe and secure. When working with children it is important to promote positive behaviour, encourage sharing between children and turn taking, this also helps to build a child’s
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