When children are very young, always bring yourself down to their level. Sit on the ground next to them or sit on a chair equal to the size of their own. Having an adult towering over them whilst in conversation must be very intimidating. This in turn helps the child have eye contact with you so they can be assured of your full attention. Looking around the room while you are talking to them is not showing that you are actively listening or that you are bored with the topic of conversation. Take the time to speak.
This is especially important when dealing with a child or young person with confidence issues or problems in their home life. If necessary, this can be done in a quiet area, free from disturbances, where they know they have your full attention. Ask many open questions so that the child can fully open up and have a 2 way conversation with you rather than me doing all the talking. Build a conversation around any topic they are happy to chat about, giving suggestions or ideas. Positive and friendly body language and facial expressions must also be used to gain the child or young person’s trust and allow them to feel at ease with you.
We must safeguard children and young people as they are unable to protect themselves alone and are far more vulnerable to things such as abuse and neglect than adults are. It is our duty of care to protect children and young people from physical abuse, emotional abuse, sexual abuse, verbal abuse and neglect. We must be able to identify early on the signs and symptoms of abuse or neglect before the ...
This will help them to feel that you are approachable and will help them to work through any problems that come up during the course of the day. Repeating correct language back to very young children or young people and especially where they are only just learning our language is imperative. They will get into habits of how to say and ask things in the wrong way without your help, for example, I have a child in my setting who has now been in this country for a few years. He regularly asked me ‘can I drink water’. After several times of replying, ‘yes, you can have a drink of water’ he now asks me in the correct way.
Unfortunately, some children or young people do not have much stimulating conversation at home. I would take this into consideration and take more time with this person and especially use lots of different words which would hopefully build up their vocabulary. 2. 2, Explain how to adapt communication with children and young people for: the age of the child or young person, the context of the communication and communication differences. The age of the child or young person – As I work in a primary school, I interact with children aged from 4 to 11.
Their mental and bodily changes during this period is immense. For the younger children, I would keep my vocabulary simple so they could understand what I saying, speak slightly slower as they need a little more time to process what I am saying and come down to their level to give eye contact. Older children can be very self-conscious about how they look and how their bodies are changing. So, they should feel comfortable about coming to me for any advice or help or to be understanding when they have a request that in previous years have been declined.
For example, girls of 11 asking to change for P. E in the toilets. I would also talk to the older children in a more mature fashion, showing them that I respect them as young adults. I would also use more complicated vocabulary as their understanding and comprehension is so much higher now. The context of the communication – The context and tone of a conversation again relies on the level of understanding or age of the person you are speaking to. To immediately put the person at their ease I would first make a comment which is completely different to what the topic of our conversation needs to be.
The Term Paper on Communication and Professional Relationships with Children, Young People and Adults 2
Know how to interact with and respond to children and young people (1. 1) Describe how to establish respectful, professional relationships with children and young people (1. 2)Describe with examples how to behave appropriately for a child or young person’s stage of development To establish respectful and professional relationships with children and young people, there are many procedures to ...
For example, how much I like their shoes, how did they do at football over the weekend or what good films have they watched recently. Once I believe I have asked enough questions that are personal to them and can see that they are starting to open up to me I would gradually start bringing up what the main purpose of our chat was meant to be. This could be anything from, what has caused arguments to be arising lately with certain individuals or why they are starting to struggle with certain activities.
However, they must always understand that your are their teaching assistant and not their buddy or parent. Communication differences – There are many different factors to take into consideration when communicating with children or young adults. Their age, ie a 4 yr old, will not have heard as many words as an 11 yr old, so the vocabulary has to be kept simpler. Children with learning disabilities, such as ADD, ADHD or ASD have to have instructions given to them one at a time, as their brains cannot compute multiple instructions.
They may need to be repeated several times and need time to process the information. Patience is key when in this situation as showing the child frustration or hurrying them up will only cause them to panic and get it wrong. If this continues over a period of time it will lead to the child or young person having severe confidence issues. When the child gets it wrong, make light of it or remind them of what they were doing. Show them it wasn’t a problem and keep going. Patience is always a key factor too when dealing with deaf of English as an Additional language people.
Always keep eye contact. They have to see your how your lips are moving or your facial movements. Never finish their sentences for them; they are probably just taking time to understand what you have said and how to respond. 2. 3, Explain the main differences between communicating with adults and communicating with children and young people. When communicating with children and young people; * Give lots of praise, even when they are wrong, as they are still trying hard. * Use words they will understand * Be concise and be mindful of the age bracket you are addressing * Give support Show you are interested in what they are saying by facing them and giving eye contact at all times. * Non verbal skills are also essential, this means showing positive body language, nodding or shaking your head and facial expression, such as smiling or raising your eyebrows. * Asking questions that are simply put and not expecting answers immediately. But carry on showing your interest even when they are thinking * Asking questions that are open, so that the child doesn’t have to just answer yes or no. Full answers can then be given by them which encourage a better conversation. Communicating through games or singing When communicating with adults; * Use language that is appropriate to their age * Maintain eye contact but is not needed as rigorously as when dealing with children * Body language can be on a simple level.
We need to communicate with others in order to be able to successfully carry out daily activities, especially in the work place. This can be done in many different forms and have positive and negative effects. Being aware of these forms and implementing them is vital when working with young children and adults. People communicate in both personal and professional capacitites for a variety of ...
Nodding and smiling etc. * Showing professionalism, your audience could be work collegues or parents. * Showing mutual respect, even when you don’t agree with their comments or suggestions. * Be respectful of any differences between us, such as cultural or ethnicity. To be able to discuss in a mature fashion any problems that we may have * Other lines of communication can also be taken, such as emails, letters, texting, phone calls * Conversations are on a mature level 2. 4, Explain how to adapt communication to meet different communication needs of adults There are many different people that live in our society today who we would need to interact with on a regular basis. Each person deserves your respect and professionalism. We may need to meet up with; 1.
A family that has just moved here from a non-English speaking country. I would ask they bring someone with them who can translate for us. If not the school would need to provide it. I would speak to them in the classroom, probably after school, showing them their childs work. My body language would be more accentuated and my speech would be slower and more pronounced. Although it is a formal meeting I would be trying to make it friendly by maybe not having a desk between us. 2. An adult where their own education is poor or they have a learning disability.
... teach them manners or to help them with school work, because of this lack of attention these ... essentials to raise these poor children, these children are most of the time alone and not looked over, ... the kids do grow up to be respectful adults. After reading about the different cultures in Jamaica ... wrong. They rear the boys and girls differently from each other, the boys work with their fathers, they ...
I would speak to them using a level of vocabulary that I know they would understand I would be professional at all times making sure that at no time they felt inferior to me. It is important to have a friendly demeanour, you want them to feel that you are approachable. 3. A deaf adult. I would keep facing them all the time, especially when I was talking. I would make sure that I was speaking clearly and slowly for them to lip read accurately. If a signing adult worked in my setting, I would ask that they attend our meeting.
I would also offer for anything to be put in writing at the end, so that both parties have been clear about why we have met and what our next steps are. 4. Work colleagues. Communication between work colleagues is usually on a formal basis unless it is on an informal night out after school and not in front of children. This is then jovial, fun and light hearted mature conversations. Within school time, we act and speak professionally and polite towards each other, always using each other’s surnames when referring to each other to children.
When communicating to the Senior leaders of the school, especially in matters of breach of conduct or professionalism, this could be put into writing or relevant forms completed. Of matters where it is not so serious, we are able to visit them in their office for a private chat. If a problem has arisen between yourself and a work colleague and you feel you can rectify matters with a private meeting to air your differences, this should be done in a private room during break times or after school. 2. , Explain how to manage disagreements with children, young people and adults Disagreements flare up quite regularly between children and young people. In my experience, this usually happens when 2 or more people have to work together. This could be on an experiment in class or football on the playground. For example, a 9 year old boy recently approached me on the playground, tears in his eyes. He was angry and said that another boy had pushed him over. Before I started asking him the details of why it happened, I asked to check his wounds.
I took him the few feet to the first aid station and wiped his dirty hands and checked his knees. The few minutes it took me to do this gave him the opportunity to stop crying and calm himself down. Once I was happy that he hadn’t hurt himself I asked him why the other boy had done it. His reply, which is a typical first reply from most children, is that he didnt know why and that he hadn’t done anything to the other boy. Usually, my next question is if they have any problems with each other at the moment or are they usually friends. His reply was that there was no problem between them.
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I asked if the other boy had stopped and said sorry. He told me that other boy hadn’t. This is when I now approach the other boy and want to hear his side of the story. His side was that he had run into the boy by accident while chasing a ball. He said he had apologised. I walked the boy over to the injured boy and showed him how upset he was and that he hadn’t heard his apology. I asked for the boy playing football to apologise again so that the injured boy could hear it and I reassured both children that it had been an accident and nobody was in trouble.
Before telling the football boy he could go back and rejoin his friends I took him to one side and told him that if something like this should happen again to stop what he is doing and give more attention to who they hurt. After all, they would want that treatment if the role were reversed. It is extremely important to listen to both sides of the story and that of any witnesses. Don’t be judgemental and blame one person until all the facts are collected. A majority of the time, the first story I hear is not always the most accurate. Show patience when listening and let them tell you the story without putting words into their mouths.
Be fair at all times and don’t get heated yourself if children become rude to you. Know if it escalates who you can take the children to, usually the Senior Leaders or people in the inclusion room. Disagreements between adults are thankfully a lot less common that between children. If it should happen you have to decide on the next course of action. If it is between you and another adult you must stay calm and professional at all times. Knowing the other persons personality will help you decide whether you can approach them and talk the matter through or if you need an intermediate.
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The intermediate would normally be someone from our schools senior leadership team as both adults have respect them. If the disagreement is based on professional misconduct, this would have to be in writing as this would have to be treated a lot more seriously than 2 adults not seeing eye to eye. If I am asked for my opinion on a problem I always try to be objective and see both sides of the story, you are not helping by fuelling an argument. Disagreements between yourself and parents are different. They can become heated very quickly if they don’t think that you have been fair on their childs well being or education.
Your words must be chosen carefully and although you need to get your side across you must be extra vigilante that you do not know these people personally and you don’t know what level of aggression they could take it to. It is usually the teacher or Senior leaders that would deal with a parent, especially if they are known to lose their temper during a meeting. Body language, facial gestures such as smiling, nodding in agreement and keeping eye contact must be used. This shows the other adult that they have your full attention and that you are taking their issues seriously.