Communication and Professional Relationships with Children and Young People Essay

1. Know how to interact with and suffice to children and childlike person community.1.1. recognize how to establish respectful, professed(prenominal) affinitys with children and young flock.The starting point in working effectively with children of each(prenominal) ages is your relationship with them. tykeren who feel valued and who enjoy world with you go out respond better. This means that they atomic number 18 much likely to enjoy playing and culture and atomic number 18 far much(prenominal) likely to be soak up healthy. The basis of forming a relationship with children is to consider what their conducts may be and to adjust the authority in which you work to meet these adopts to suit the age or stage of development. You impoverishment to make sure that children atomic number 18 al airs open to turn to someone when they are upset, disappointed or dealing with problems. They postulate familiar, friendly and supported faces. This means you strike to be a estim satisfactory comprehender.1.2. hound with examples how to behave appropriately for a child or young persons stage of development.It is valuable that when you are communicating with children you find into account their stage of development.Pupils in foundation stage and KS1 These children are let off in truth young and are facilitate developing their communication skills. When speech production to them, ensure that you get down to their level and not towering all over them, as this can be very intimidating for them. You need to weaken clear instructions and hear that they understand fully. This age of children tire cursorily and pull up stakes not maintain concentration for long periods so it is heavy that they understand. They pass on besides need reminding that is of import to listen and hap turns when divide.Pupils in KS2This is the stage where their communication has progressed. They will be utilize to more noble conversation and will be less self- centred. Some may still need to be reminded active waiting their turn.Pupils in KS3They will hunch over and understand diametric ways in which we can communicate. Teenagers may cash in ones chips more self-conscious to the highest degree speaking in front of others and may get embarrassed more easily. It is important that they are given more time in groups to build up confidence.1.3. Describe how to deal with disagreements betwixt children and young people.Disagreements will occur on a regular basis, more at break and lunch times, but also in the classroom. It is important that when dealing with a problem that you find out exactly what happened and experience two sides of the story. They need to know that they have been heard and that their point has been say across. You will need to decide if one of them or both were at fault, if apologies need to be made and if any further action is required, such(prenominal) as talking to other member of ply.1.4. Describe how own con duct couldpromote effective interactions with children and young peopleChildren always look up to givings and will take lead from adults around them. If we show good demeanour then they will take that in. impact negatively on interactions with children and young peopleWe cant tell them to do something when we do not do it ourselves2. Know how to interact with and respond to adults.2.1. Describe how to establish respectful, superior relationships with adults.Most teachers accept that all children are unique and different, but sometimes they expect all adults to have the equal views as themselves. This is hardly the case, and you need to be ready to respect adults who have a different flavor or have a very different lifestyle. When you are able to do this, everyone benefits. Parents may feel able to talk to you more freely, age you may learn from colleagues who see things from a different perspective. You need to progression and respond politely, be committed to cooperative wor king.2.2. Describe the importance of adult relationships as role models for children and young people.Children always benefit when the adults around them are able to collaborate. Parents are more likely to support you and share teaching if you have developed a strong relationship with them. In the same way, children are more likely to get prompt support from professionals foreign the setting if you have built a good working relationship with them. Children are also sensitive to the way in which you work with colleagues. They will notice the atmosphere and model their own behaviour on the way in which you treat each other.3. Know how to communicate with children, young people and adults.Very young children often arent able to express their thoughts and feelings in manner of speaking, or express them poorly. Be attempt of this, its important that adults working with them can listen carefully and facilitate children to learn how to express themselves and also provide what they need . change vocabulary and repeat what you have said when speaking to younger pupils to check on their understanding. Children are social learners and learn by copying other people, so any adults working with them should model good communication, both speaking and listening, so that children will learn from them. Children need to know that they are being listened to and heard. This helps them to build up a rapport and trust with adults and promotes better relationships.The more you learn how to listen to children, the better you will be able to measure their abilities and interests and plan for their next steps in learning and development. You will also get to know them well and then you can support their excited needs by being in tune with them. The better and earlier children learn to communicate, the more easily they will form friendships and their confidence and self-confidence will increase.3.1. Describe how communication with children and young people differs across differen t age ranges and stages of development.Younger than 2 years Vocabulary is limited. Communicating in general through body language and by reading facial expressions.23 years Starting to copy adults, learning more course and gaining confidence. 34 years Starting to string words unneurotic and may be using questions.For children aged 2-4 years, once they have a few words, adults can help them by showing an interest in what they are express. Adults can listen to what children say and repeat it. Sometimes they cogency repeat it so that children can hear the phrase correctly. This helps children learn without sharp it. This is better than telling children that they have said it wrong. Adults can also help a childs communication by exposing new words to them.48 years Using language to build relationships. evolution reading and writing skills.816 years Developing raillery and negotiation skills. More confident and using more complex language.Adults idler communicate using complex l anguage. Able to use verbal and non-verbal communication.3.2. Describe the main differences between communicating with adults and communicating with children and young people.When communicating with children, we need to be very clear in what we say. They need to be very clear on what we expect of them, so that they learn to communicate well themselves. We need to try not to use complicated language or give them long lists of instructions, they will only make what we are saying more difficult to take in.3.3. Identify examples of communication difficulties that may exist.You should adapt the way in which you communicate according to their needs. They may have a speech impediment for example and may struggle with words. Allow them to take their time and do not fill words in for them or guess what they are going to say as this will cause them more distress. Sign language may need to be used for a child with hearing difficulties and extra training may be needed. Different ideas People m ay interpret things differently and have a different concept of what everyone should be doing. Poor communication Not transient on teaching and failing to agree as a group can cause problems within school. Different personalities Everyone is different and sometimes, despite the top hat efforts, certain individuals just cannot get along. Cultural differences May communicate in a different way. For example, in some cultures eye physical contact in not encouraged.3.4 .Describe how to adapt communication to meet different communication needs.How we communicate to one another depends on several things, the age of the person we are speaking to, the context of the conversation and the communication needs of the individual. This applies to both children and adults. We ofttimes adapt the way we communicate to someone without realising it. If speaking to someone with a hearing impediment, we make sure to speak clearly. Some families may speak another language as their main one and may need a translator.3.5. Describe how to deal with disagreements betweenthe practitioner and children and young peopleDisagreements with children need to be managed carefully and if necessary, seek advice. If a pupil is reason with you, you should tell them that you are not going to discuss anything with them until you have both taken time out.the practitioner and other adultsAny conflicts with other adults need to be resolved as soon as possible and you will need to show sensitivity. The longer a problem goes on for, the harder and more difficult it will be to put right. Sometimes getting another adult to mediate. It is impossible to work effectively if the atmosphere is tensed.4. Know about the current legislation, policies and procedures for hole-and-corner(a)ity and sacramental manduction information, including data protection.4.1. Identify relevant legal requirements and procedures covering fire confidentiality, data protection and the disclosure of information.Data Protecti on Act (1998) commandment that ensures pupils personal information is locked away or password-protected if stored on computers.Every Child Matters This green paper stresses the Importance of more integrated services and sharing of information between professionals.Confidentiality Safeguarding all pupil information and ensuring that the people you are sharing information with are authorised to receive it.Disclosing information When information has to be shared with outside agencies, for example, when neglect or abuse is suspected.4.2. Describe the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of this.As a learning support practitioner, you will come into regular contact with confidential information. You may need to reassure parents and other adults that the information that you are authorised to know will be kept confidential. Pupil records that suss out their personal information, date of birth, home add ress and medical details are important for you to have access to in an emergency, but they must persist locked away otherwise. You may need to know other information about the pupil, such as their current assessment level or if they have any special educational needs. This information must remain confidential and can only be shared between authorised staff members.4.3. Identify the kinds of moorings when confidentiality protocols must be breached.If you receive information, for example, if someone confides in you, it is important to remember that there are some situations in which you need to tell others. An example is if you are told of child abuse or another situation in which the child is at risk. At all times though it is important to tell the individual that if they give you information that you cannot keep to yourself, that you will not be able to keep it confidential