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.
Expressing their emotions and talking about them can help children to understand acceptable social behaviour. Not being able to this can lead to temper tantrums or other challenging behaviour. •Behaviour- Language can be used to set limits and boundaries for children behaviour. Children model their own behaviour on others and if adults can effectively communicate and exchange age or developmental appropriate information with children this can encourage them to behave in acceptable ways. Frustration at their own inability to communicate effectively can lead to behavioural problems.
When there is effective communication between children and adults, children will have proper understanding of what they are expected to do and how they are expected to behave. They will be able to speak to adults about their needs meaning targets and aims are achieved. Although young people are more advanced in their language and communication skills, their humour may change as they begin to understand and use sarcasm and wit. Their ability to think logically begins to mature and as their intellect increases so also does their confidence and skills required to debate/argue both formally and informally. Sometimes conflict can occur when communication is misunderstood.
By ways of tracking and mapping out a child’s development and using milestones to give an idea of a typical child’s development for a particular age, it is easier to identify if a child is struggling in a certain area of development. This is beneficial to the child if they need additional support. i.e. if a child of 4 has not reached a milestone or shows signs of struggling to reach the milestone in speech, language and communication, therefore they will need additional support from care providers and may need speech/language therapy.
I can reflect on what they said or ask them open questions to find out more information. Check that children and young people understand what is communicated. Young children understand more then they can express themselves and can follow simple instructions (easier accomplished with a gesture such as pointing). They learn new words before they
Recognising and Responding to concerns about Child Development Any concerns that staff may have about the development of children and young people should be reported. Recognising concern, allows staff /carers to intervene and help the child, and inform the parents of the concerns and possible solution for the problem. The quicker the issue is dealt with the better this is for the child’s development. Whereas if a problem is left unresolved or delayed, the more damaging this could be for the child’s development. Difficulty with reading and writing If a child is having problems with reading and writing this could cause concern.
Communications contains speech and language. Eg it contains facial expression, gesture, body language, and vocal. Speech, language and communication needs: * The term “need” refer to a point where a child has difficulties in these three areas above. A child may find it difficult to produce certain sound, when this is the case, it might affect the child’s ability to produce a speech. Also it can be seen that a child who does not enjoy being with the other children may have a communication need.
Communication is vital in building that positive relationship needed for trust and respect, something that is very much needed when working with children, young adults and their parents. It is also important that we model positive and effective communication skills when we are asking pupils to think about how themselves are communicating. If we do not communicate effectively how we expect young adults and children the message is mixed and they find it hard to understand what is acceptable and how we should communicate with each other. 1.2 As Teaching Assistants we need to build effective relationships in order to do our job well. there are several generic principles that underpin building a strong relationship with children, young people and adults: Effective communication - one of the most important aspects of building a relationship is finding a way to communicate effectively.
It is important to understand a child or young person in the context of their life and the impact of the transitions they may be going through. This is about different services working together in order to prevent problems from occurring in the first place. It is most effective when organisations and agencies are clear about their own role and those of other agencies. Sharing information in a timely and accurate way is an essential part of helping to deliver better services. It is important to understand issues surrounding confidentiality and when to pass on information.
We would not like to be spoken to in a negative way so we should also be careful of how we speak to others too. It is important to communicate effectively so that information is understood and to avoid any misunderstandings. It is important to communicate in different ways, because different age groups require different communication styles, that way you have a better chance of being understood e.g. if you was communicating with a child you would make sure you was at their level and give plenty of eye contact and encouragement, you wouldn’t show negativity you would stay calm and positive. Communication is a two way process, it involves speaking, listening, hearing, understanding and replying.