We are more likely to communicate with each other if we have positive relationships. Explain the range of effective techniques and skills that are used when building positive relationships with children, young people and adults (1 1.2, 2 2.1). You should always make eye contact when listening, if someone is talking to you but you are looking elsewhere they will think you are not interested in what they are saying. Also when speaking to children you should always kneel down to their level and react in a positive way to what they are saying. You should always be direct and clear about what you are saying to the child, you could get them to repeat what you have said to them back to you so you know they are clear of what you have said.
Make sure that if someone is talking, you are giving them your full attention. You need to give the children your full attention and this may mean finding a quiet space so that you can actively listen to them without distractions from the others. Empathy is a great skill to hold whilst talking to children/young people because it helps us share their pain and to see the world through their eyes, when we do it often changes the decisions we make or actions we take. Give them the chance to speak or express themselves. In my environment during circle time/general chat sessions we use a talking stick where only the person holding the stick may talk and unless you are, you listen.
3. - When dealing with disagreements between children and young people, I would in both cases take them to one side and listen to both sides of the argument one by one. In younger children I, would suggest how to try and resolve their disagreement i.e. share, play nicely together. Whereas, in older children I would ask them to explain to me how they could resolve and prevent the argument from reoccurring.
For the team to work cohesively, all members need to be able to communicate. If just one member feels out of place, this might cause internal strife. The informal leader can draw the newcomer into various discussions or ask for their feedback at appropriate times, which will promote inclusiveness. The informal leader can also encourage others, not just members of the team but her co-workers as well. If her fellow team members are feeling intimidated by one member in particular, she can encourage them to address the issue in a calm manner.
SHC 31-Promote communication in health, social care or children’s and young people’s settings. Learning outcome 1 (1.2) - Explain how communication affects relationships in the work setting. Communicating is one of the most important things in a work setting because if you were unable to communicate with somebody it would be awkward between everyone and there could be many problems with everyone including children and young people, the children’s parents and careers and your colleagues that you work alongside with. Communication happens all the time even if it’s just eye contact and smiling and saying hello it means that you are getting along. If there was no communication there could be trust issues within the setting and could cause problems with everybody around you, this means that you need to communicate with everybody even if you may dislike them.
Children and especially babies are at the beginning of this process, have not yet had the chance to master it and a child’s behaviour can look erratic and illogical if you do not take the time to focus back in on this. Children can transition from showing displays of joy to being visibly upset with no obvious or apparent cause, if you do not try to read the situation. It’s important to aid the emotional development of children by encouraging them to understand and express their feelings. This includes their full spectrum of emotions, both positive and negative, as bottling up or repressing negative emotions can lead to anger, aggression and tension within the child. It’s important to try to empathise with children, respond to their displays of emotion and to show them that their feelings are valued.
Standard 4 : Know how to communicate effectively AOK 1 a. Three examples would be to; take interest in and maintain interest in activities or things that the children and young people are interested in; listen to them and repeat back what they have said to you so they know that you are listening and also to regularly ask them about themselves and what they like and dislike and about how their day has been etc. b. When responding to a child who is displaying aggressive behaviour towards me, I would speak quietly and try and find out what was making the child feel angry. Talking quietly may help to create a calmer situation as the child may stop shouting to listen to what you are saying.
Teach children to care for and support each other during stressful times.�This step speaks for itself. If a child says 菟ﾟlease can I have my toy back�you teach the children to be respectful and actually giving it back. The child is asking politely, and should be rewarded by his peer by getting the possession back; he is done sharing for now. If a child has to step aside to calm down, teach children to leave that child alone, not to
It is vital I learn from my mistakes and using reflective practice will help do this. Watching and learning from colleagues while working is important with all their skills and experience they will be able to pass knowledge and advice on to me and assist in any problems I may be having. 1.2 Explain the importance of reflective practice in continuously improving the quality of service provided The social care sector is forever changing so we must constantly change our service to meet the needs of individuals. By using reflective practice we can assess were we may be lacking in knowledge and skills and improve how we work on our own or within a team. Learning from your past and other colleagues advice gives you a better knowledge and understanding of how to deal with situations efficiently and carefully e.g.
Children with speech and communication difficulties: There are usually reasons why Children find it hard to communicate. This could be due to a hearing impairment or Autism etc. You should provide other opportunities for them to communicate such as signing, gestures, and visual clues. This can be used with practice to construct sentences and help the children communicate their needs and wants. This can be of more benefit to the child if everyone is working together such as parents/staff and outside agencies.