Explain The Importance Of Communication Within A Child Related Setting

Communications within a child related setting Jessica Edmunds

Relationships can be developed with children by making them feel comfortable, welcome, secure and feel safe from the moment they start at the Pre-school. Getting over starter and stranger anxieties is done by letting the child gain a trust in you by changing the way you communicate with the child to a mellow level. We communicate as a way of understanding, teaching, learning and to get across any feeling, emotions, wants and needs via a behaviour we portray. We communicate to be able to work together as team. Communication is key to achieving the most flourished children in personal, social and emotional ways. The way we communicate helps develop
the being of the child to great distance, creating an understanding between child and adult, as well as, the parents of the children and the view of other adults (Pre-school assistants) have upon their children. There are many ways to communicate to children (especially of ages 2-4 years old), parents, colleagues and other adults when dealing with children, including; talking, facial expressions, body language, tone of voice, level of pitch in your voice, sign language, modelling behaviour, role play with the children, eye contact, day books and questions to engage the minds of the children. Physically showing the children how something is done or just showing them something is known as a way of communication between adults and children, but has to be combined with reaching the height level of the child and looking them in the eyes to engage the child's focus. Children need to learn to consider the views, feelings, needs and rights to consider the impact of their behaviour (whether good/bad) has on people, places and objects. This is done through different means of communication, which is the support, encouragement, teaching and setting the correct example. During early childhood, children often express their feelings rough stories, imaginary friends or even role play so if we suspect the child is feeling a certain emotion, they probably are, but we ask them simple questions and engage in their feelings to try and understand why they may be feeling it. We rephrase what the child is saying in a different way without adding our own interpretation with simple sentences like, 'I hear your feeling.... Or You seem to feel....' This lets the child know that there is someone who understands and is aware and there for them. Makaton sign language is often used to make the understanding for the children easy, and so that they have something to relate a word to and begin to developer and understanding of what that word may be. We don't use it that often, except sometimes in songs and when it is needed, but we try to encourage the children to understand things through role play, modelling behaviour and out of kindness and respect. Inconsiderate behaviour is not acceptable when the child portrays it on a continuous run, so, positive strategies are used to help the children find solutions in ways which are appropriate for the age and stages of development of the child. E.g acknowledging the feelings of the child and an explanation as to what was acceptable and what was not. We deal with their behaviour by letting them know the outcomes of their action and then support them in learning how to cope and deal with it more appropriately, so, we issue a 3 warning system and after the 3 warnings are given out and then they misbehave again, a time out is given but they are never singled out and put on a 'naughty chair'. We do not shout or raise our voices in a threatening way at all and never physically restrain a child by holding them unless it is to prevent further injury. Considerate behaviour is something that we take to great consideration and acknowledge it greatly with the willingness to share with everyone, parents, or other members of staff. We do this in a number of ways, including; observation notes, full observation child review and just by general observation on the child. We record as much as we can so that we can create a folder on each child stages of development. This is done by the the allocates child's 'key person'. A folder is created from the collected observations and reviews and then we determine at what stage of development the child is at in many areas, such as; moving and handling, literacy, numbers, exploring media, being imaginative, making relationships and many more. This folder is then shared with the child's parents to inform them about what we see of their child and what stage they are developing at and anything that can be agreed between parents and staff to help the child progress. This is done through organised parent and teacher meetings alongside their child's key person (which is an assistant). Between Parents and the staff it is vital that communication is fluent and builds trust, openness and honesty which then in turn, benefits the children.
Therefore ensures that the parents can trust the people they are leaving their own children with, be open and share things in the setting. The parents are regularly informed of the children's behaviour which is closely monitored by members of staff. Working with the parents closely helps the behaviour of the children at home and at Pre-school. We hold observation records to help understand the causes of behaviour and to help determine, together, what to do next. Constant informing to the parents is done through; day-books, meetings (arranged with key child's Pre-school assistant) and dropping off and picking up of their child. Communication is a complicated process in which your child has to watch listen and react to a large amount of information and in order to communicate back to you they have to begin to judge when their turn is. Is key to give time for the child to get their words across to you as it may take time, but patience is key in a job role involving children. Using their first name before speaking is key for the child to face their attention on you from then on. Being simple and clear is priority as you don't want the child getting confused or lost within all the words you are
saying. My Colleagues are an important part of the day and the communication between us has to be 'on the ball' and friendly. Eye contact is vital as well as the information being past from one another has to be frequent so that everyone knows everything and doesn't make a mistake. Colleague friendships have to be kind, caring and respectful, especially when dealing with children, because the children can pick up on any negative vibes. We communicate through the incident/accident book to other colleagues and parents (as they have to sign if their child was injured during the course of the day) but the main source of communication is through talking verbally and actively because it is important in a role involving 2-4 year olds.

There are so many different ways of communication and only few can be named but the most important thing is the relationship between child and assistant. All this communicating looks a lot and looks hard but in actual fact, we do it everyday without even inking, and this is what we need to be able to teach the children by learning their communication and ways of telling us their emotions, feelings and aspirations. Facial expressions that children display can help us determine the difference between anger, sadness, happiness and much more. Communication makes the saker feel heard and understood and creates an environment where everyone will feel safe, as well as, saves time, it also prevents negative emotions when possible. With little children, communication helps them develop through the early stages of life and understand the world around them easily, by the things they like to do, which we just help develop and grow. We help their understanding grow by helping them develop their awareness in life through the involvement in role play or the easy communication ways we use.