SHC21 Introduction to communication in health, social care or children’s and young people’s settings 1.1 Identify the different reasons people communicate. Communication is very important to meet the needs of children. When we communicate we are able to make relationships and also develop existing ones. These relationships may be with parents, carers, children or colleagues and are needed to make a good first impression. Communicating with other staff members in a professional manner will ensure effective team work and that any current situations with regards to a child will be passed on and reported.
Unit CYP36 – Working together for the benefit of children and young people 1.1 Explain the importance of multi agency working and integrated working. When children are growing up they may require the use of a range of services, depending on their needs and support requirements. It is important for the services involved in each individual young person to work together to achieve the best possible outcomes for children and young people. This is multi agency working and it is an effective way of supporting not only young people but also their families. The bringing together of practitioners and professional from different areas provides an integrated way of working and aims to provide support to children and young people earlier to ensure they meet the Every Child Matters outcomes.
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.
Involving young people in planning and reflecting on their own learning through assessment, evaluation and personal learning planning is essential and this is the responsibility of all practitioners regardless of the learning setting. Universal support will help young people to identify and plan opportunities for achievement through activities covering a full range of contexts and settings, whilst meeting individual needs and providing effective learning activities that address barriers across the curriculum in every context and setting. Additional Support Some young people will benefit from additional or targeted support, tailored to their individual circumstances. This could be at any point of their learning journey or, for some, throughout the journey. 1.2 explain the role of practitioners in providing impartial information and advice to children and young people 1 Young people are informed about how information, advice and guidance services can help them and how to access the services they need.
Code of conduct. Most schools have a set of rules or a code of conduct that all children need to follow. It is very important that schools have set guidelines on how they expect the children to behave. This helps both the children and staff members. It is also very important that children are shown what is expected of them this is also very beneficial to behaviour management.
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.
It’s a requirement that children must be provided with experiences and support that help children develop positive senses of themselves and others, respect, social skills and a positive attitude to learning. Practitioners must make sure they support children in their emotional well-being in order to help the children to know themselves and what they can achieve / do. 2. Physical Development – states that physical learning and development is important, as it allows children to do other things i.e. play, explore and sports, as well as reading and writing etc.
Knowing that they are different ways in which a child can learn a teacher should try to incorporate each style within there lesson plan so no child is left out. A teacher will usually lean toward teaching the students in their preference style of learning. Meaning for a teacher who is more of a hands on learner he or she will have more hands on activities but a teacher should learn to use the three most effective styles of learning which are, visual learners, kinesthetic learners and auditory learners. Understanding the different ways in which a child learns is the first step in creating and implementing a curriculum that accomplish all the goals it’s designed for. As an educator it’s important to make sure that all the T’s are crossed to insure that each child gained something as they walk away.
“All practice with children needs to be centred upon the needs and interests of each child” (2) As every child is a unique having the child centered approach in early year’s settings is important because it will help children reach their full potential. It also reflects around the children’s needs, for example, if a child has a disability, having the child centred approach in place will make the child feel more welcome and will be able to do activities that he/she wants to do. Having the child centered approach in place will help children access the curriculum at their own level; children will be able to learn at their own level and ability. For example, children who have special needs or are gifted and talented will need different help/work. Gifted and talented children will find the work that they do too easy and for special needs children they will find the work hard, so having the child centered approach in place is important so every child gets the opportunity they need to reach their full potential.
1.2 There can be many positive outcomes and the best standard of life for an individual can be reached providing the multi-agencies that are involved work together accordingly, sharing information and reflecting on it to implement plans and aim to achieve the end goal, reaching the full potential for the child or young person. It is important that early intervention is utilised for children who appear to be struggling as this may be an indicator that the child has issues communicating, socialising, learning etc. Example A child attends a day care centre and is referred to a speech and language therapist due to