Tda 2.1 Communication Analysis
Outcome 1: Know how to interact with and respond to children and young people;
2.1: Establishing respectful, professional relationships with children and young people.
To build professional relationships with children and young people we have to:
Adapt our behaviour and communication with the children.
Demonstrate effective communication skills.
Show that we are approachable in all circumstances.
Able to work in a environment of mutual support.
Get the relationship right from the start by setting ground rules, showing mutual respect and what each person wants out of the relationship.
How to behave appropriately for a child or young person’s stage of development:
When communicating with a child you must take in their current …show more content…
stage of development .
Children’s needs can vary depending on their development stage with things such as varied levels of attention and support, how long they can concentrate for etc
Foundation and Key Stage 1:
At this stage they are very young and developing their communication and language skills.
When communicating with them come down to their level. I have found from my own experience that this is very effective. The child listens more and feels much more comfortable communication with you.
Constantly remind about the importance of listening and taking it turns to speak, being very clear when speaking.
Always check the child’s understanding. I found this is also very important from my own experience because some pupils will not let you know they do not understand.
At this age they can tire quickly and find it hard to concentrate for long periods.
Key Stage 2:
Now at this stage the children have matured in the way they communicate.
They now have learnt the formalities of conversation, being more considerate, inviting others to take part etc.
Still remind them to wait their turn to speak.
Key Stage 3 and Key Stage 4:
Now the pupils will be used to formal and informal language and learning to communicate with each other increasing their use of technology which they can use to stay in touch with each other.
Teenagers can become self-conscious about speak in front of people and can become embarrassed.
Need to spend more time being involved in groups to build up their confidence.
How to deal with a disagreement:
These can mostly occur at break and lunchtime but can sometimes happen in learning time.
When a problem occurs go right back to the start to find out exactly what happened from all sides of the situation.
It is always important for them to be heard, to have their own point of view.
Work out from the situation who is in the wrong and apologies are required from them and maybe even further action to be taken depending on how serious the disagreement is.
How your own behaviour can promote interaction or impact negatively with children and young people:
The way that you behave towards others will always have an impact on the children that you work with.
Children always take their lead from adults around them as they grow up and are always quick to point out anything which you tell them to do and don't do yourself.
Consider how you approach other people and your response to them.
Learn to model effective communication skills so they can take that from you.
Always act as you speak because if you don't it makes it harder to understand the boundaries of what is acceptable and unacceptable.
Outcome 2: Know how to interact with and respond to adults:
Establishing respectful and professional relationships with adults:
When working with adults you must be able to work in environment of support and openness.
Remaining professional you should support other adults in a practical and also a sensitive way.
Support required:
Practical—working with an adult who is unfamiliar with their surroundings and needs help finding things.
Informative—offer support to those adults that don't have certain information in a situation.
Professional—help with planning and others observing your work.
Emotional—support other adults day to day and always try and keep a good sense of humour.
Importance of adult relationships as roles models for children and young people:
Always be an effective role model for pupils.
Always show to others how you relate and communicate.
Children always respond to positive communication and relationships from adults, so try to maintain this at all times.
Outcome 3: Know how to communicate with children, young people and adults:
Communication can be:
Verbal
Informal
Formal
Non-verbal
How communication differs with age differences and development stages:
Age and Maturity:
Children at different ages will require a varied level of attention when communicating with them.
Younger children need a lot more re-assurance especially when they have just started school.
As children get older they will need more help talking through issues and reflecting on thoughts.
When speaking with younger children to check their understanding try repeating what you say.
Communication difficulties:
Always take care and act sensibly with children who have communication difficulties.
They will need to take some time and feel unpressured when they are communicating.
Some children can be very nervous and anxious so you must adapt the way you communicate to meet each child's needs.
Some children can have a speech disorder so you must make sure you take your time when communicating and avid filling in words for them as this can make them distressed.
The differences between communicating between adults and children:
Some similarities:
Maintaining eye contact and interest.
Responding to what they are saying.
Treating with respect.
Differences with
children:
Maintaining carer to child relationship in a school context.
Relationships should always remain formal in school.
When communication with children you need to be clear and unambiguous.
Try not to use complicated language.
Model the right behaviour.
Examples of communication difficulties:
Poor communication—information has not been past on and causes conflict.
Opposing expectations—Same ideas or different. Clarify what you are there to do and why.
Cultural differences—different cultures and expectations communicate in different ways.
Different values and ideas—people have different personalities and have different ways of dealing with things.
External factors—things that affect a child outside of school, like home pressures etc
Individuals with special needs—be sure to show extra care and sensitivity towards pupils and adults with communication difficulties.
Lack of confidence—be sure to encourage and support children or adults with lack of confidence this can help boost their confidence.
Adapting communication to meet different communication needs:
Can depend on:
Age and experience.
Context of conversation.
Communication needs.
You have to adapt communication depending on their needs:
You can adapt to different types of communication without even realising.
We change the way we react depending on how others react to us.
A good example of adapting is if a parent was to be hearing impaired you would have to adapt the way you communicate by facing them so they can lip read and giving eye contact.
How to deal with disagreements:
Manage the disagreement carefully to avoid any further upset.
Do not be drawn into the disagreement.
Show sensitivity, trying to resolve the situation.
The longer the problem is left the more difficult it is to resolve.
It is impossible to work effectively if there is tension in the air that’s why it is important to resolve a disagreement.
If a child is stubborn and is arguing you should make it very clear that you are not going to discuss anything until they have taken time out.
2.1: Establishing respectful, professional relationships with children and young people.
To build professional relationships with children and young people we have to:
Adapt our behaviour and communication with the children.
Demonstrate effective communication skills.
Show that we are approachable in all circumstances.
Able to work in a environment of mutual support.
Get the relationship right from the start by setting ground rules, showing mutual respect and what each person wants out of the relationship.
How to behave appropriately for a child or young person’s stage of development:
When communicating with a child you must take in their current …show more content…
stage of development .
Children’s needs can vary depending on their development stage with things such as varied levels of attention and support, how long they can concentrate for etc
Foundation and Key Stage 1:
At this stage they are very young and developing their communication and language skills.
When communicating with them come down to their level. I have found from my own experience that this is very effective. The child listens more and feels much more comfortable communication with you.
Constantly remind about the importance of listening and taking it turns to speak, being very clear when speaking.
Always check the child’s understanding. I found this is also very important from my own experience because some pupils will not let you know they do not understand.
At this age they can tire quickly and find it hard to concentrate for long periods.
Key Stage 2:
Now at this stage the children have matured in the way they communicate.
They now have learnt the formalities of conversation, being more considerate, inviting others to take part etc.
Still remind them to wait their turn to speak.
Key Stage 3 and Key Stage 4:
Now the pupils will be used to formal and informal language and learning to communicate with each other increasing their use of technology which they can use to stay in touch with each other.
Teenagers can become self-conscious about speak in front of people and can become embarrassed.
Need to spend more time being involved in groups to build up their confidence.
How to deal with a disagreement:
These can mostly occur at break and lunchtime but can sometimes happen in learning time.
When a problem occurs go right back to the start to find out exactly what happened from all sides of the situation.
It is always important for them to be heard, to have their own point of view.
Work out from the situation who is in the wrong and apologies are required from them and maybe even further action to be taken depending on how serious the disagreement is.
How your own behaviour can promote interaction or impact negatively with children and young people:
The way that you behave towards others will always have an impact on the children that you work with.
Children always take their lead from adults around them as they grow up and are always quick to point out anything which you tell them to do and don't do yourself.
Consider how you approach other people and your response to them.
Learn to model effective communication skills so they can take that from you.
Always act as you speak because if you don't it makes it harder to understand the boundaries of what is acceptable and unacceptable.
Outcome 2: Know how to interact with and respond to adults:
Establishing respectful and professional relationships with adults:
When working with adults you must be able to work in environment of support and openness.
Remaining professional you should support other adults in a practical and also a sensitive way.
Support required:
Practical—working with an adult who is unfamiliar with their surroundings and needs help finding things.
Informative—offer support to those adults that don't have certain information in a situation.
Professional—help with planning and others observing your work.
Emotional—support other adults day to day and always try and keep a good sense of humour.
Importance of adult relationships as roles models for children and young people:
Always be an effective role model for pupils.
Always show to others how you relate and communicate.
Children always respond to positive communication and relationships from adults, so try to maintain this at all times.
Outcome 3: Know how to communicate with children, young people and adults:
Communication can be:
Verbal
Informal
Formal
Non-verbal
How communication differs with age differences and development stages:
Age and Maturity:
Children at different ages will require a varied level of attention when communicating with them.
Younger children need a lot more re-assurance especially when they have just started school.
As children get older they will need more help talking through issues and reflecting on thoughts.
When speaking with younger children to check their understanding try repeating what you say.
Communication difficulties:
Always take care and act sensibly with children who have communication difficulties.
They will need to take some time and feel unpressured when they are communicating.
Some children can be very nervous and anxious so you must adapt the way you communicate to meet each child's needs.
Some children can have a speech disorder so you must make sure you take your time when communicating and avid filling in words for them as this can make them distressed.
The differences between communicating between adults and children:
Some similarities:
Maintaining eye contact and interest.
Responding to what they are saying.
Treating with respect.
Differences with
children:
Maintaining carer to child relationship in a school context.
Relationships should always remain formal in school.
When communication with children you need to be clear and unambiguous.
Try not to use complicated language.
Model the right behaviour.
Examples of communication difficulties:
Poor communication—information has not been past on and causes conflict.
Opposing expectations—Same ideas or different. Clarify what you are there to do and why.
Cultural differences—different cultures and expectations communicate in different ways.
Different values and ideas—people have different personalities and have different ways of dealing with things.
External factors—things that affect a child outside of school, like home pressures etc
Individuals with special needs—be sure to show extra care and sensitivity towards pupils and adults with communication difficulties.
Lack of confidence—be sure to encourage and support children or adults with lack of confidence this can help boost their confidence.
Adapting communication to meet different communication needs:
Can depend on:
Age and experience.
Context of conversation.
Communication needs.
You have to adapt communication depending on their needs:
You can adapt to different types of communication without even realising.
We change the way we react depending on how others react to us.
A good example of adapting is if a parent was to be hearing impaired you would have to adapt the way you communicate by facing them so they can lip read and giving eye contact.
How to deal with disagreements:
Manage the disagreement carefully to avoid any further upset.
Do not be drawn into the disagreement.
Show sensitivity, trying to resolve the situation.
The longer the problem is left the more difficult it is to resolve.
It is impossible to work effectively if there is tension in the air that’s why it is important to resolve a disagreement.
If a child is stubborn and is arguing you should make it very clear that you are not going to discuss anything until they have taken time out.