Unit 014 Maintain and Support Relationships with Children and Young People
Unit 014
Maintain and Support Relationships with children and Young People
Outcome1:
Be able to communicate with children and young people.
Assessment Criteria
The learner can: Communicate with children and young people in a way that is appropriate to the individual, using both conventional language and body language.
There are two ways of communicating with children and young people , conventional and body languages , communication may be formal (adult-led activity) or informal (playtime or social situations). In order to communicate appropriately with any child or young people I need to show that I understand them. Using my body language; eye contact to make sure that I am at their level, try not to invade their space, avoid communication barrier, and ensure that children with communication issues can see my face. Actively listen to children and young people and value what they say, experience and feel.
People notice that a child or young person is not concentrating on what adults or elderly people are saying. Perhaps, that the children or young people don't show a sign to show that they are really thinking about what they are saying to them. For me to show that I am listening actively to the child I should stop what I am doing and get down to their eye level and make eye contact. This ensures the child that I'm actively listening. I should also focus on what they are saying especially if they have a difficult time trying to express themselves and aid them. By responding to the child, they acknowledge that I have been listening. I can reflect on what they said or ask them open questions to find out more information. Check that children and young people understand what is communicated.
Young children understand more then they can express themselves and can follow simple instructions (easier accomplished with a gesture such as pointing). They learn new words before they can use sentence by listening carefully and copying. I can test the child to make
Maintain and Support Relationships with children and Young People
Outcome1:
Be able to communicate with children and young people.
Assessment Criteria
The learner can: Communicate with children and young people in a way that is appropriate to the individual, using both conventional language and body language.
There are two ways of communicating with children and young people , conventional and body languages , communication may be formal (adult-led activity) or informal (playtime or social situations). In order to communicate appropriately with any child or young people I need to show that I understand them. Using my body language; eye contact to make sure that I am at their level, try not to invade their space, avoid communication barrier, and ensure that children with communication issues can see my face. Actively listen to children and young people and value what they say, experience and feel.
People notice that a child or young person is not concentrating on what adults or elderly people are saying. Perhaps, that the children or young people don't show a sign to show that they are really thinking about what they are saying to them. For me to show that I am listening actively to the child I should stop what I am doing and get down to their eye level and make eye contact. This ensures the child that I'm actively listening. I should also focus on what they are saying especially if they have a difficult time trying to express themselves and aid them. By responding to the child, they acknowledge that I have been listening. I can reflect on what they said or ask them open questions to find out more information. Check that children and young people understand what is communicated.
Young children understand more then they can express themselves and can follow simple instructions (easier accomplished with a gesture such as pointing). They learn new words before they can use sentence by listening carefully and copying. I can test the child to make
Bibliography: Intisar Abdelgabar Level 2 Children and Young People’s Workforce; Kate Beith, Kath Bulman, Sharina Forbes, Sue Griffin, Penny Tassoni; first published 2010 by Heinemann. Children and Young People Workforce by Carolyn Meggitt published 2011