301 – Communication and Professional Relationships with children, young people and adults 1.1 Effective communication is important relationship with young people children and adults is clear. This is done by putting in place and communicating about boundaries and what behaviour is acceptable. Expectations about behaviour relating to all people involved and how adults and young children are to deal with any problems they have. Communication in relation to the child and/or young person development has to be relayed to parents/carer they can help with the development of the child in there learning. 1.2 Relationship building is important when working with children and young people.
Lev Vygotsky recognized that social interaction between a child and an adult or a more knowledgeable peer is a catalyst for developing a child’s cognitive learning. Teachers’ verbal direction, physical assistance and probing questioning help children to improve their skills and acquire knowledge. A child’s classmate with advanced skills can also help the child to grow and learn by modeling their abilities or by giving help. Vygotsky uses the term Zone of Proximal Development (ZPD) to describe the range of a child’s learning about a specific experience. On the lower lever of the ZPD is what the child can do independently and the upper level of the ZPD is what a child can learn by watching and or talking to peers and teachers.
In making professional judgements, they weave together their: • professional knowledge and skills • knowledge of children, families and communities • awareness of how their beliefs and values impact on children’s learning • personal styles and past experiences. They also draw on their creativity, intuition and imagination to help them improvise and adjust their practice to suit the time, place and context of learning. Different theories about early childhood inform approaches to children’s learning and development. Early childhood educators draw upon a range of perspectives in their work which may include: • developmental theories that focus on describing and understanding the processes of change in children’s learning and development over time • socio-cultural theories that emphasise the central role that families and cultural groups play in children’s learning and the importance of respectful relationships and provide insight into social and cultural contexts of learning and development • socio-behaviourist theories that focus on the role of experiences in shaping children’s behaviour • critical theories that invite early childhood educators to challenge assumptions about curriculum, and consider how
Quick action and help can be taken when working in partnership. a)Multi –agency working is an extremely effective way to support children and families with additional needs. Multi agency team may include professionals from different agencies such as social workers, early year’s intervention agencies, youth workers, police and youth justice. Because children, young people and family’s needs can be very different, the composition of multi-agency working will differ from case to case. It is important that each practitioner brings with them their own specialist skills, so that the child, young person or families gets the best support possible.
1 UNDERSTAND WHY COMMUNICATION IS IMPORTANT IN THE WORK SETTING. 1.1 Different reasons why people communicate. Communication will take place between adults or children. In a setting good communication is essential to ensure continual care and supervision of the children. People communicate for many different reasons, such as: To give and receive information, To give and receive instructions, To express needs, To share ideas, Develop learning, Establish and maintain relationships with others, Negotiate, Discuss a situation, To make a point or outline a concern.
1. Understand what is required for competence in your own work role 2.1 Describe the duties and responsibilities of own work role 2.2 Explain expectations about own work role as expressed in relevant standards 1.1 The main objective of a learning support assistant is to assist in the support and inclusion of children with special education needs in the classroom and school activities. According to Bruce and Meggitt(2006), the following are qualities that I, as a professional working with children and young adults should have: * listening * comforting * empathy * sensitivity * patience * respect * interpersonal skills * Self-awareness * Coping with stress Also, according to Bruce and Meggitt (2006), the responsibilities that I, as a professional working with children and young adults are: * Confidentiality * Commitment to meeting children’s needs * Responsibility * Respect * Effective communication * Continual professional development Therefore I maintain confidentiality of students and students’ records, work co-operatively with school administrators, special support personnel, colleagues and parents. I must also facilitate home-school communication by such means as holding conferences, telephoning and sending written communications. I must also always ensure they are available to students and parents for conferences according to system policies.
In the next two paragraphs I'm going to give my opinion on what skills and qualities an effective early years practitioner should have. Early years practitioners should have skills such as listening, children have lots to say and you learn a lot about the children, it is a good relationship builder if the child knows you are going to listen to them and take in what they are saying, they will feel more comfortable to talk to you it also give you chance to show enthusiasm in what they are talking about and you can learn about the children's person interests which all comes down to good communication skills you have with them. Communication skills is also another important skill a practitioner should have as a lot of the role comes down to communication with children, other team members, parents, carers and outside agencies to build friendly and open relationships, the day to day running of the setting would not work if there was no communication between other staff members and parents/carers. From communicating with parents/carers and children you can show creative skills by planning fun and exciting activities for the children based on their interests, so the children will be willing to do the activity and develop their own skills in different areas. Qualities in a early years practitioner are patience, practitioners need to be patient and tolerant as some children can become demanding and want to be independent in what they are doing you need to give the children chance to do this even if you may be in a rush, sometimes you need to be tolerant of other staff members methods of work and dealing with problems if you feel that your own practice would work better.
The strands are: • To learn about themselves - Self Concept Development • To learn about their feelings - Emotional Development • To learn about other people - Social Development • To learn to communicate - Language Development • To learn to move and do - Physical Development • To learn to think - Cognitive Development The quality of early experiences is shaped by the individuals with whom infants and toddlers spend their time and by the environments where they spend their time. As early childhood professionals, we know what children need in order to be successful in both school and in life. This document designed for program trainers, directors and parent educators to use as they work with caregivers and parents to insure quality care for infants and toddlers. Infants and toddlers are cared for in a variety of settings. These settings include the child’s own home, child care centers and family child care.
This is an integral requirement of the eyfs. * For example in our setting, we had a child who has difficulty with their speech; this caused them to struggle with the activities. Therefore firstly we would speak to the parents about referring the child to a doctor, after this we would know how to proceed with the child’s speech. * We have agencies that will come into our setting to ensure that all our policies and procedures are in place and correct. We are achieving the principles and areas of learning in accordance with the eyfs 1.2 Analyse how integrated working practises and multi-agency working in partnership deliver better outcomes for children and young people * The professional partnerships between the outside agencies and us are paramount to the child’s growth and development.
Finally, educators with effective communication skills prove an ability to adapt teaching methods to suit the needs of students they are supporting (Kearns, 2012), and with appropriate delivery of good communication, student learning increases. When delivering student education, acquiring effective communication skills involving the delivery of high written and verbal skills, and literacy development is essential for teachers to aid children’s needs for learning, as this assists to prove social and cognitive development for children when the teacher collaborates towards educating children. Good communication skills from early childhood educators ensure children’s skills are enhanced when