Communication and Child

Maria Pearce EYMP5-1. 1, EYMP5-1. 2, EYMP5-1. 3, EYMP5-2. 1, EYMP5-2. 2, EYMP5-2. 3 EYMP5-1. 1 exempt separately of the monetary value * lecturing * dustup * converse * quarrel, row and dialogue of neces hinge ony. English mental lexicon substances. * Speech well-nigh thing that is spoken an utterance, remark, or declaration * Language communication by voice in the distinctively human manner, employ arbitrary sounds in conventional authoritys with conventional meanings language. * Communication the im kick downstairsing or transplant of thoughts, opinions, or cultivation by expression, writing, or mansion houses.Speech, Language and Communication begins from p bentage simply engaging in eye contact and smiling is communication. Speech is started with noise and sounds. Language starts by a youthster get winding so even from actually young ages churlren lift up and kick the bucket with us. EYMP5-1. 2 Explain how speech, lyric poem and communication skills support each of the following spheres in fryrens schooling EYMP5-1. 3 Describe the potential impact of speech, lecture and communication problematicalies on the overall development of a pip-squeak, both currently and in the nightlong term.Speech, language and communication needs in baberen vary with each psyche sister. As practitioners we must constantly asses and contri entirelye in all aspects of communication, speech and language. We must acquire bulge to the churl and try to rede the things the minor is act to slip by to us. Helping children improve things give c ar language stand be fairly simple. By having patience we duplicate the quarrel often and laudation the attempts and successes a child has. Asking the child to point more or lessthing step to the fore or support saying words or sounds.By taking our legislate and leading us to manything the child needs or wants is a great way of aid communication and means we chamberpot say the thing they need encouragement is essential we do not want the child to regain silly or ashamed if they struggle with the correct word. rending some words into parts more easily said is a great way for children to get out sounds into words. In my displace we had a child who said basanya for lasagne and although cute if encouraged to split the word la san ya in no measure the child apply the proper word. otherwise child would say pusion for cushion.We as hygienic as found with younger children by using flash cards and books blocks or anything hunt downed with to say colours, numbers, and shapes or when out walking pointing out things around us and encouraging the child to repeat was a productive way to help with speech. However speech wasnt forever and a day possible one of the children we had was deaf. He made loud sounds merely couldnt hear us declaim the words. By using sign language we managed to communicate though we had lowly experience in that bea and the child was very y oung so did not allow a huge amount of sign himself.We would mine a lot of things like drink food hello many of the children caught on quickly and besides mimed signs to him. It was a monstrous way to allow communication as each child interacted except with us but with all of the children. Enabling reveal communication between the children and taught them that it was normal to accept a child with a dis susceptibility. By encouraging not only speech but other methods of communication we helped them socially to interact with each other in different ways, a simple wave hello allowed the child with auditory sense difficulties to emotional state part of the group and welcome.Emotional by presentation sycophancy and enjoyment. Behaviour teaching children how to act in many mounts. As practioners we go time with children getting to know them and communicate with them we can pick up on things we whitethorn be able to help with or give the axe p arnts of. Many p atomic number 18 nts sound very long hours and cast little time to converse with children. By chatting with children and turn toing in a correct manner we help language skills any day. We do not use cocker language we repeat words and encourage talking not only to ourselves but to each other.One child we had in our backcloth was very keen to chat with rearnups and older children, however she refused to play with or listen to the younger ones. Even when beingness spoken to directly. The child would completely sack the younger children. We spoke with her and helped her understand we must not ignore anyone when we argon spoke to or communicated with. We encouraged her to converse with younger children we gave her responsibility helping them in small ways. This resulted in child playing and interacting with younger ones. This was fantastic for their social skills and behaviour.It taught the child who definemed to dislike younger children that ignoring anyone in life is not an option. We to a fault fixn her enjoy the responsibility and praise she was very proud of herself. If we facial expression that a child whitethornbe discerning speech or language more difficult than usual we would speak to bring ups and encourage them to try authorized games and fun tasks in everyday life at infrastructure. We would communicate regularly with pargonnts to see if things improve. Teaching parents little things that they whitethornbe dont do at home or harbourt tried at home can be great at rectifying any difficulties. operative with them to improve things we whitethorn have a bun in the oven picked up on but parents havent wanted to see can sometime make the globe of difference. If these things dont help we can suggest referral to speech and language specialists or hearing specialist. We must toy with other settings as well as parents to compare thoughts, info and experience. One of the best things we would attend was a library story time. It was fantastic it encourage d children to sit quietly and listen to stories. Then they would have a sing along to rhymes and meters with actions.Which encouraged language skills? If a child was new to this it took a few weeks to get mingled but we eternally had parents asking where the child had learned a song they were singing at home. We would have sing along in the setting and encourage the words and actions so children knew some of the songs and gave them confidence to join in. If a child is having difficulties making themselves understood by language, speech or actions it can affect confidence and emotions. We want each child to be happy confident and understood.Eye to eye contact is a simple way to let the child know that you are listen or that you are taking the time to understand what they need from you. They learn that in our setting what they have to say is as cardinal as any expectant or other child. Each and every child is weighty and should get hold that way. By communication with carers we can have a much go and more positive effect on childrens development and learning. crafty that a grave kinship is essential and helps us as practitioners to see what areas we can help in and work on with children or what things carers ould progress and manage at home. This leads to a more productive learning trip for the child. A good relationship can in any case mean we are all prospering communicating worries or problems. There are several(prenominal) development charts we can use for reference and reading giving us a guide to where a child should be at sealed ages. We use these to give us an idea of development if we fell a child is behind of ahead we can look at the information which helps us decide if a child may need some spear carrier support. However we must only use these as a guide. We all know children develop as individuals and at varying rates.These charts can help us if we smack a little unsure and in like manner if we need to have information to give pa rents. Also taken into look must be periods of settling in, or transformation in home life. These can affect a child making them quiet or withdrawn and incertain. We must make any decision to advise particular support once we get to know the child and observe activities we plan. EYMP5-3. 1 Demonstrate methods of providing support taking into account the * age * specific needs * abilities * home language where this is different to that of setting * interestsOf the children in own setting. By providing age related toys, activities and language we support individual children with specific support. The ability of a child also determines how we plan any activities. We must make the body process inclusive of all children. Being a small setting we find guess an activity to suit all children fairly motiveless and can come up as we interact. For cause a painting activity is explained and signed or mimed at same time so that every child is included and not taken to the side as thou gh something is different or treat as an oddity.Some activities are avoided if we feel any child leave alone be singled out. However we praise and encourage all children making them feel included and important. We ask parents what their child or children enjoy at home. If possible we try to admit a little of this into the setting to make children feel at home with us. It also gets children chatting and showing what they like. For instance one child adored snakes of all things. So we allowed him to bring along one of his pets as a sort of show and tell. close to of the children had never held a snake.We got him telling us all about snakes and what they eat. It gave this child so much confidence feeling he could teach us all something new. As we are a small setting and speak English it isnt possible to teach and speak another language however we are happy to encourage a child with a different language to help teach us all words in their native language and do planned activities for other countries celebrations and festivals. Chinese new year Eid-ul-Fitr are just two of the festivals we incorporate into planning and learning.Communication and ChildIntroduction The aim of this report is to identify the reasons wherefore great deal communicate and the ways in which this can affect relationships. I allow for identify what we need to remember when we are trying to labor communication with others and the barriers that we may come across when doing this. I impart enterprise to explain the extra support available for individuals who may have problems communicating and how coming from different backgrounds/cultures can affect how an individual communicates.I result also describe the ways in which we must treat occult revealings and how cloak-and-dagger information should be treated. 1. 1 IDENTIFY THE DIFFERENT REASONS nation COMMUNICATE muckle communicate to Build relationships When a new child/parent enters our setting the original thing that will happe n is some form of communication much(prenominal)(prenominal) as a smile or greeting the child/parent with hello. This is the foundation on which a childs trust is based. If a child sees a good relationship between us and their parents this will make the transition period smoother. region thoughts and ideas When children grant thoughts and ideas they are being given the chance to express themselves freely. Children will have ideas and thoughts that they need to share by doing this they are able to grow in confidence and vanity, we should always listen to a childs ideas even if they are incorrect as this will encourage a child to share further ideas and thoughts. feedback and reflection encourages mental stim Gain and share information running play development, diagnose problems early Express needs and feelings Gain reassurance and acknowledgement 1. apologise HOW COMMUNICATION AFFECTS RELATIONSHIPS IN THE WORK SETTING Communication affects relationships in the work setting in th e following ways Sharing and Gaining Information By sharing and gaining information from parents/colleagues such as how the child is feeling, their likes and dislikes, what play interests the child has, we are much better equipped to bring the best out of the child. Effective communication is extremely important if the child has a medical condition or perhaps is attending a speech therapist. wise(p) these things can help us with the childs development. Settling In It is important that we communicate well when a child is settling into a new milieu as the child may feel anxious or sickening about the new setting as this may be the first time the child has left the parents. Good communication helps in expression relationships, making it easier for the child to feel happy and secure in a new environment. Communicating and building a relationship with the parents allows them to trust and feel happy with us as practitioners enabling them to confidently leave the child in our care. S upporting childrens Play and LearningIf we have good communication with a child they are able to benefit more from play and learning activities. It enables them to take part and understand activities. It also encourages better speech and vocabulary and gives them the confidence to express their thoughts and ideas, making them feel more relaxed and comfortable inwardly the setting. musical passages It is important to have good communication in periods of transition such as moving schools or childminders, as this makes it easier for the child to adjust and feel happy and comfortable in the new setting.For face having good communication and building relationships with each other allows information to be passed on effectively and efficiently making the transition easier for the child, parents and practitioner. 2. 2 DESCRIBE THE FACTORS TO contemplate WHEN PROMOTING EFFECTIVE COMMUNICATION The factors to calculate when promoting effective communication are environs It is importan t that we think about the environment we are in when communicating with others.When we are communicating with adults or young children we may need to find somewhere quiet, a busy or noisy environment may be distracting, preventing information being passed / received accurately. A young child will be able to understand biddings, learn better and feel relaxed if the environment is quieter and calmer. With toddlers and younger children we may need to find an area which is known to their home setting, e. g. if the child likes playing with play dough we could arrange to sit with the child at this table. Proximity, Orientation and PostureWe should always consider outdistance when we are communicating with others. If we have a strong relationship with a child they will allow us to get closer as the child knows and trusts us and should not find this behaviour intimidating. We should also consider cultural differences when communicating with others as some sayings/gestures in our cultur e may differ to that of a person from a different culture. Our bodys position is also important as if we stand in front of someone they may find this overpowering. But if we were to stand beside them and turn our body towards them this sends out a warm and friendly signal.Having good posture when communicating with others is also important as this gives out a clear message that you are listening and interested in what they are saying. Listening Skills When we are communicating we should always show that we are Actively Listening. To Actively Listen we must think about what is being said and be aware of the body language. We should always give our full attention to the person speaking and listen to the noise of what they are saying. This is important when communicating with children as it promotes childrens speech and helps when dealing with difficult situations. Time When we are communicating we need to give the person we are communicating with time to think about what we are sayi ng. This is very important with young children so they understand what we are saying, or understand the instruction that has been given. Parents may also need time to understand or hold the information that has been past onto them. 3. 1 EXPLAIN HOW PEOPLE FROM DIFFERENT BACKGROUNDS may USE AND/OR INTERPRET COMMUNICATION METHODS IN DIFFERENT WAYS. People from different backgrounds may use and/or interpret communication methods in the following ways Family BackgroundFamily background is important in communication as all families have different way of lifes of communication. For example some children may come from a family that has more than one language, while other children may come from a family that is outgoing and noisy. Others may come from a family that is shy in nature. All of these will affect the way in which the child later communicates as an adult. Personality Personalities can affect the way in which a child/adult communicates. With young children we can often see if their personality is outgoing even before their speech / language has developed.For example a child of a shyer nature will have a quieter personality, they may seem unenthusiastic in group discussions or with people they dont know as they find this uncomfortable. Confidence and Self-esteem Confidence and self-esteem plays an important part in the way people communicate. For example a child who has been mocked when they have been tuition in class may find public speaking as an adult difficult. Whereas a child who was praised for their reading is more likely to grow into an adult with more confidence in this area. Literacy Literacy skills are acquired throughout life.Some people will have a higher level of literacy skills than others. For example some people may have learning difficulties or may have had to immigrate and have had to learn a completely new language. ICT Knowledge Most people will have acquired some form of ICT Knowledge whether it be using meshwork, internet phone s, emails, accessing photos, phone conversations, but we will not all have the same level of ICT knowledge. For example a person may not be able to read emails or follow written instructions well, so they are not as comfortable in this area as others. 3. 2 IDENTIFY BARRIERS TO EFFECTIVE COMMUNICATIONSome of the barriers we may lay out to effectively communicate are Information Sender may have language difficulties and find it hard to express themselves in oral or written forms. Encoding Sender may have difficulty in choosing appropriate words/language or use an inappropriate style or tone. Transfer Emails may not be received. Reception ocular disablement may prevent a recipient from picking up facial expressions, gestures or anything that has been written down. Decoding Recipients relationship with the sender will influence the way that messages are decoded e. message from someone who is liked may be received differently than from a stranger. Feedback Sender may not see fee dback and realise that there are any difficulties with the way that they have communicated. Response Sender may respond negatively as meaning of communication is not clear or style of communication is inappropriate. 3. 5 EXPLAIN HOW TO ACCESS EXTRA SUPPORT OR SERVICES TO modify INDIVIDUALS TO COMMUNICATE EFFECTIVELY The ways in which we can access extra support or services to communicate effectively are Transition and Interpreting Services We may need to use a arranger from time to time if a person cannot read/understand our language. For example this is useful if a parent wants to show us a earn that has been written in a different language. An Interpreter may also be used if someone has hearing or speech impairment this assists communication to be made with them. Speech and Language Services Childrens speech develops at different times and stages, every child is different. For example some young children may need the service of a Speech Therapist.We may need to seek support o f these services to help us communicate effectively with the child by using visual aids such as pictures. This helps us to meet the childs individual needs. Advocacy Children or young people who are in care may have had an exhort service such as Social Services. These services are used so the child can express their personal views, opinions and how they are feeling. It also ensures the best interests of the child are met and that their rights under the United Nations Convention are met. We have a duty to ensure this for each and every child. 4. 1 EXPLAIN THE MEANING OF THE TERM CONFIDENTIALITYThe term Confidentiality means that we must not share or disclose personal information gained through work that we would not publicly know with others. As practitioners we will receive confidential information on a daily basis, information we receive should be treated confidential unless there is a duty to pass the information on eg, in cases of child abuse or danger to a childs welfare. Conf idential information that we may receive is personal details on a childs live such as address, phone number, date of make health and development issues. Individuals have the right to keep this type of information private.P Tassoni et al (201015) states, Confidentiality is about respecting other peoples rights to privacy and keeping unassailable the information that they have provided. A parent may pass on something they want unbroken confidential to protect their child from embarrassment. For example, a parent may disclose that their child has suddenly started wetting his/her heave and may ask you to keep an eye on the child and discretely change pants if necessary. This type of information should only be shared with others on a need to know basis. Breach of policies surrounding confidentiality are usually disciplinary offences which are treated skillfully. . 2DESCRIBE WAYS TO MAINTAIN CONFIDENTIALITY IN daytime TO DAY COMMUNICATION A setting should have an office where par ents can speak to members of mental faculty about confidential matters. This information will be passed to staff on a need to know basis. Staff are told to think about what they are saying in front of young ears and other parents. Gossip should be avoided. All written paperwork/computer records kept on the children within the setting should be in an office area and kept under lock and key/passworded and the setting will have policies on who has access to this information.Should a child make a serious disclosure to a member of staff, about possible abuse/neglect, all staff will be fully trained in the settings Child safeguard procedures and staff will know the reporting procedure in these circumstances. As part of their training, staff will know that any breach of confidentiality within the setting could result in a disciplinary action being taken against them and in serious cases may even result in dismissal. 4. 3DESCRIBE THE POTENTIAL TENSION BETWEEN MAINTAINING AN INDIVIDUALS C ONFIDENTIALITY AND DISCLOSING CONCERNSThere will be occasions that we need to disclose confidential information such as if we feel a childs welfare is at risk or if we think abuse is suspected or a crime has been committed. We are obliged to pass our concerns quickly, discretely and directly to our manager or an appropriate theatrical such as Social Services. By doing this we can still declare confidentiality within a setting as other members of staff or parents will not know the issues that have been raised. This also ensures that the rights of the child are met under the UNCRC (online www. unicef. org. k) Article 19 states Childrens rights to be protected from all forms of physiologic or mental violence, injury or abuse, neglect or absorbed treatment, maltreatment or exploitation including sexual abuse by those look after them. All settings must be on the Data tax shelter Register and be registered with the Data Protection Commission. If confidentiality has been breached th is can have serious consequences and can lead to dismissal, most settings will have their own polices and procedures. goal As we can see from the above, communication is a vital part of everyday life.Good communication skills assist us in almost every situation we can find ourselves in. When communication is well managed, remainder can be avoided and respect and well-being of all parties improved. It is vital that we understand how to treat confidential information, when such information should be kept confidential and when and how it should be reported if we feel it necessary to safeguard and protect children. Bibliography Tassoni P et al (2010), CHILDREN YOUNG PEOPLES WORKFORCE, Heineman, London, UK. UNCRC (Online), UN CONVENTION ON THE RIGHTS OF THE CHILD, www. unicef. org. uk