Explain How To Evaluate Communication Skills With Children

D1 Essay
Criteria: To evaluate your communication skills with children. In this essay I will evaluate my communication skills within placement settings realising the positives and where there is room for improvement. I think my communication with children in both placement 1 and 2 has been very successful. By practising what I have learnt in Positive Relationships I have learnt to communicate in an effective way. By getting down to eye level I have realised that it leads to more effective communication as I can hear the children more clearly. When playing children’s games I use excited body movements and facial gestures. With the elder children in placement 1 I would not touch the children and would keep a small distance while in my 2nd placement in a nursery I am encouraged to give the children hugs, hold hands with them, pat them on the back and more, some early years settings do not accept touching children in this way. “At age five your child will still be
keen on cuddles, tickles and hugs. They 'll probably light up with pleasure if you wink, pat them on the shoulder, ruffle their hair or give them a thumbs-up sign. The rituals of saying goodbye at school can be important - a wave as they go in or through the classroom window shows you have them in mind.” (BBC, 2004) My communication skills within placement help to form positive relationships with others.
The child will also learn to respect you and to respond positively to guidance about how they behave. Verbally I have learnt about the tone of voice within different situations to reflect what is going on at the time; If I was telling a child how to do an activity I would use the different voice to if I was playing pass with a child as they are two different situations. I try to encourage children to communicate as much as possible by asking questions that need more than a ‘yes’ or ‘no’ answer. Although I know I can communicate affectively within the childcare setting I know there is room for improvement. In both placements 1 and 2 a barrier in the environment has been it being too noisy for me to hear a child and if a child is speaking too fast. I have learnt ways to stop this problem like taking the child somewhere quieter or repeating what I think they said so they can correct me if I heard
wrong. To develop relationships further I have helped children to feel welcome and valued in the setting by praising them, showing what they have done to the whole class and by inviting then to play with other children if they are alone. During games, activities or class work I try to involve the children in decision making as much as possible by letting them express their views and by valuing there input, giving attention to individual and groups of children. I try to be as inclusive as possible, when doing activities I try to adapt my activity dependant on age, ability and so on so that all children can join in. In placement I discuss with members of staff confidential information that I need to know is that I can support children. I respect this confidentiality by not discussing it out of placement or mentioning it to anyone who it may not concern. Knowing this information has been helpful for promoting children’s self-esteem and identifying distress in individuals like withdrawal and aggression. To conclude, I have found it easier working with older children as I have found it easier to meet individual needs, support children, and communicate with the children and to promote developing relationships.

Bibliography
(BBC, 2004, ‘Communicating with children’ (http://www.bbc.co.uk) Downloaded 26/3/12