Discuss The Key Features Of Effective Communication With Children
Describe the key features of effective communication with children and young people and adults. Provide examples of how you might engage in appropriate and professional relationships with both adults and children and young people across the 0 to 19 range. Describe the differences in communication with adults and children and young people of different ages and stages of development.
It is important to be able to communicate on a one to one basis and in a group setting. Communication is a two way process and it isn’t just about the words we use but also about our manner of speaking , body language and the effectiveness of how we listen.
To communicate effectively we must take into account several factors, such as the age, needs, abilities and cultural aspects and be adaptable in order to reach a wider audience and be an effective communicator. Good communication is key to working with children, young people and adults. It involves listening, questioning, understanding and responding to what is being said.
There are several ways of communicating, including the use of technology, it is important to be aware that some children, young people and adults may not always understand what is being communicated to them and you should always ensure that you are being understood.
Types of verbal communication include:-
speaking …show more content…
using your tone of voice using expression i.e., pauses and stresses on words whispering group communications formal and informal meetings telephone calls written communication, such as, letter, text, email, memo, information leaflets, posters etc. etc. reading Non verbal communication includes :-
eye contact and movement facial expressions i.e., smiling, frowning hand gestures and movements body language and posture head movements i.e. nodding sign language touching and closeness i.e., invading someone's personal space appearance i.e. untidiness sounds i.e. laughing
To communicate effectively with children and young people you need to be aware of their level of development and have an understanding of their cognitive and language ability, for example if a 4 year old was drawing at a table and they wanted your help, you would sit or kneel beside them and make eye contact. To show interest in what they are doing you would ask questions and listen and retell what they had said to show that you had listened and understood.
Good communication skills:
It is important to engage in appropriate and professional relationships with children and young people and to have an understanding of the age group you are working with.
Foundation stage and key stage 1
These pupils are still very young and are still developing their language and development skills. During this stage you may still need to remind them about the importance of listening to others and taking turns to speak.
You will also need to get down to their level to speak to them so as not to appear to be towering over them as this can be intimidating. You will also need to be very clear about what you expect from them and check their understanding after you have spoken to them by asking them to repeat back to you.
Key stage 2
Many pupils in key stage 2 are starting to mature in the way they communicate. They have become more used to the formalities of a conversation and will generally be less self centred. They may even be more considerate and ask other people to speak first. You may however still need to remind some pupils to wait their turn before speaking!
Key stage 3 and 4
Pupils of this age will be used to formal and in formal language. They know and understand how they should communicate with others. They will also be used to using different methods of technology to communicate with others too. It is more likely they will communicate with friends through texts and emails/instant messages than through face to face communication. Teenagers often become more self conscious about speaking in front of others and can easily become embarrassed. You may need to give a teenager more time to speak in front of groups to regain their confidence and encourage them to speak out.
Communicating with adults and children/young people can have many similarities, you should always:-
maintain eye contact and interest respond to what they are saying treat them with courtesy and respect
However, when communicating with children and young people we need to also think about how to maintain the relationship of carer to child.
No matter how well you get on with a child or young person you need to ensure that the children see you in a formal way and always need to be formal with them when in school. We need to be very clear in what we say, young people and children need us to communicate clearly what is expected of them so they too can learn to communicate well themselves. You shouldn’t try to complicate the language or give too long lists of instructions which will go on to make what you are saying more difficult to
grasp.
As adults we need to show children and young people how to get along with others and how to communicate effectively, we should also model the kind of behaviour we expect of them. Children copy adult behaviour from an early age, whether this be positive or negative behaviour, as part of the learning process and because they always seek approval from adults.
Formal and informal communication
Formal communication tends to start with a greeting such as 'good afternoon, how are you feeling today?' It can be used to show respect for others. Formal conversation is often used when a professional person speaks to someone using a service, i.e., teacher to parent. A manager is usually more distant from those they manage so they may communicate more formally.
Informal communication is often used by people that have already built a relationship and by those that know each other well, such as family and friends.
Showing respect for others is crucial, regardless of whether you are communicating with adults or children/young people. You need to acknowledge what others are saying and thank them for contributing even if you don't agree with their opinions and ideas. Use positive praise to encourage involvement in discussions and decision making.
A motto I use with my own children is 'do unto others as you would have done unto you!'.
It is important to be able to communicate on a one to one basis and in a group setting. Communication is a two way process and it isn’t just about the words we use but also about our manner of speaking , body language and the effectiveness of how we listen.
To communicate effectively we must take into account several factors, such as the age, needs, abilities and cultural aspects and be adaptable in order to reach a wider audience and be an effective communicator. Good communication is key to working with children, young people and adults. It involves listening, questioning, understanding and responding to what is being said.
There are several ways of communicating, including the use of technology, it is important to be aware that some children, young people and adults may not always understand what is being communicated to them and you should always ensure that you are being understood.
Types of verbal communication include:-
speaking …show more content…
using your tone of voice using expression i.e., pauses and stresses on words whispering group communications formal and informal meetings telephone calls written communication, such as, letter, text, email, memo, information leaflets, posters etc. etc. reading Non verbal communication includes :-
eye contact and movement facial expressions i.e., smiling, frowning hand gestures and movements body language and posture head movements i.e. nodding sign language touching and closeness i.e., invading someone's personal space appearance i.e. untidiness sounds i.e. laughing
To communicate effectively with children and young people you need to be aware of their level of development and have an understanding of their cognitive and language ability, for example if a 4 year old was drawing at a table and they wanted your help, you would sit or kneel beside them and make eye contact. To show interest in what they are doing you would ask questions and listen and retell what they had said to show that you had listened and understood.
Good communication skills:
It is important to engage in appropriate and professional relationships with children and young people and to have an understanding of the age group you are working with.
Foundation stage and key stage 1
These pupils are still very young and are still developing their language and development skills. During this stage you may still need to remind them about the importance of listening to others and taking turns to speak.
You will also need to get down to their level to speak to them so as not to appear to be towering over them as this can be intimidating. You will also need to be very clear about what you expect from them and check their understanding after you have spoken to them by asking them to repeat back to you.
Key stage 2
Many pupils in key stage 2 are starting to mature in the way they communicate. They have become more used to the formalities of a conversation and will generally be less self centred. They may even be more considerate and ask other people to speak first. You may however still need to remind some pupils to wait their turn before speaking!
Key stage 3 and 4
Pupils of this age will be used to formal and in formal language. They know and understand how they should communicate with others. They will also be used to using different methods of technology to communicate with others too. It is more likely they will communicate with friends through texts and emails/instant messages than through face to face communication. Teenagers often become more self conscious about speaking in front of others and can easily become embarrassed. You may need to give a teenager more time to speak in front of groups to regain their confidence and encourage them to speak out.
Communicating with adults and children/young people can have many similarities, you should always:-
maintain eye contact and interest respond to what they are saying treat them with courtesy and respect
However, when communicating with children and young people we need to also think about how to maintain the relationship of carer to child.
No matter how well you get on with a child or young person you need to ensure that the children see you in a formal way and always need to be formal with them when in school. We need to be very clear in what we say, young people and children need us to communicate clearly what is expected of them so they too can learn to communicate well themselves. You shouldn’t try to complicate the language or give too long lists of instructions which will go on to make what you are saying more difficult to
grasp.
As adults we need to show children and young people how to get along with others and how to communicate effectively, we should also model the kind of behaviour we expect of them. Children copy adult behaviour from an early age, whether this be positive or negative behaviour, as part of the learning process and because they always seek approval from adults.
Formal and informal communication
Formal communication tends to start with a greeting such as 'good afternoon, how are you feeling today?' It can be used to show respect for others. Formal conversation is often used when a professional person speaks to someone using a service, i.e., teacher to parent. A manager is usually more distant from those they manage so they may communicate more formally.
Informal communication is often used by people that have already built a relationship and by those that know each other well, such as family and friends.
Showing respect for others is crucial, regardless of whether you are communicating with adults or children/young people. You need to acknowledge what others are saying and thank them for contributing even if you don't agree with their opinions and ideas. Use positive praise to encourage involvement in discussions and decision making.
A motto I use with my own children is 'do unto others as you would have done unto you!'.