unit2.3 communication and proffesional development with children, young people and adults

TDA 2.3

Communication and professional relationships with children, young people and adults

1.1 Describe how to establish respectful, professional relationships with children and young people.

To enable you to establish a respectful relationship with children and young people you need to maintain your professional distance at all times and remember you’re there to educate them not to be their friends. You must let the child know you’re interested in them and make time for them, each and every one of them. It’s important that children don’t see you having favourites, treat them all the same and respond to them and listen to them when they require your attention. Make sure they know that you’re in charge and they have rules to follow and if not there is consequences to follow they break these rules. Also we need to make sure we are always approachable to a child. Another way of establishing a respectful relationship is if they no they can trust you. So try not to ever make promises that you could not meet if circumstances changed. A child needs praise and encouragement in order to build their self-confidence, if you make them feel good about themselves then they will respond well to you and you will maintain a respectful, professional relationship with them. It is also important that you make them feel valued by listening to what they have to say and not rushing them or cutting them off mid-sentence, and also maintain eye contact, which lets them no they have your full attention.

1.2 Describe with examples how to behave appropriately for a child or young person’s stage of development.

All children develop at different speeds a lot of children won’t follow the milestones of expected development. A child’s development is obviously based on their age but children can be affected by many other factors too e.g. lack of social interaction, play opportunities, special needs, or sometimes something like having hearing difficulties or sight difficulties or an ongoing illness. These are all factors that can affect a child’s stages of development. We should always remember that all children are individual and develop at their own rate. But teachers and teaching assistants have got to learn how to behave appropriately for the child’s stage of development. For example if a child is behind their development age and you’re trying to explain something to the entire class. Most of the class would most likely pick it up straight away but there could be children that will not understand what you have said and then you would need to take them aside and give them five minutes to explain in a more simple way to their developmental age in which they will understand, to enable them to develop further, if we didn’t adapt things in this way then the children who was behind in development would never get past this stage of development and we would be failing them as an individual. When nursery children start nursery most of them can take them self’s to the toilet unaided, but some still can’t, but that doesn’t mean as a T/A we would ignore that child until they could take them selves to the toilet, because if we did they would never learn how to take themselves to the toilet and would fall further and further behind their developmental age.

1.3 Describe how to deal with disagreements between children and young people.

When dealing with disagreements between children and young people there are lots of things to remember. You should always remain calm throughout because if you don’t the children will pick up on it and the situation could become worse. Don’t engage in confrontation at any time, if one of the children needs time to calm down then give them some time out time to calm down and get ready to talk to you. The situation should be diffused a.s.a.p., be aware of what we are doing and how each child could be feeling. Sit both parties down and try to get the bottom of what has happened, listen to both sides carefully and never assume you know what happened because you could always be wrong, you must be fair at all times no matter what the child’s behaviour is like, and never shout while trying to sort the situation, remaining calm means talking, if we shout the whole situation could possibly start back up again in no time. If you feel the situation is not being sorted then maybe call for support from colleagues to help you out, as you may need a little time out yourself just to calm yourself down and think properly. If the children are finding it hard to get the full story out then you could always give them a pencil and paper and tell them to write it down or draw what happened. Sometimes this can be a more effective way as while the children are concentrating on doing that for you they are also calm and not getting wound up again trying to explain to you.

1.4 Describe how own behaviour could:
Promote effective interactions with children and young people

Children and young people are constantly learning all the time, the way in which they learn is mostly from the adults around them in day to day life. E.g. parents, carers, teaching staff etc. They even learn from each other too, but most of all us adults. They watch and listen to how adults go about their daily tasks. They then automatically think this is how they should conduct theirs-self too. So if a T/A is very polite and easy to approach then most of the children would strive to be the same. They would see the adult acting in this way and would automatically act the same. If we as adults followed all the rules and regulations that are in place in and around school, then the children would also want to follow the rules too. Children always look up to adults like role models, so if when the teacher asks you to do something and you do it first time, the more the children would treat you and the teacher with the same respect. This will also help you build an effective relationship with the children as they would see you as a nice person who follows rules and regulations. So they would see you in a positive way. Always show empathy and understanding to the children, listen to their views and opinions without judgement. They will then treat you and other people with the same respect which is promoting positive interactions.

Impact negatively on interactions with children and young people
If we act irresponsibly when dealing with children then they will think that this is how you’re supposed to act and may follow suit. Speak to a child how you want them to speak to you. If spoke to a child in a bad way then they would possibly become upset and treat you and speak to you in the same way. They would then be in more trouble and all because they was following your lead. E.g. If a child thinks you’re not listening when they are speaking to you, they would then loose respect for you and would possibly do the same to you the next time you spoke to them, because children use us as role models, So if we act negatively then the children will act negatively. If a teacher and a T/A had a disagreement in from of the children for example, not only would it be unprofessional but the children would think that is was ok to get into disagreement because they have seen their role models doing it. So always treat children how you want them to treat you and others around them. If not our actions will have a negative impact on them. When dealing with children and young people always come down to their level to communicate to them, they find this less intimidating and will respond better, if they become intimidated then they may not respond well, which forces them to act negatively or maybe not respond to you at all.

Know how to interact with and respond to adults

2.1 Describe how to establish respectful, professional relationships with adults
It is very important to develop and promote positive working relationships with other adults within the school setting. This is important because it helps to keep a positive learning environment that benefits everyone, the pupils, the parents and the staff. If staff have a positive working relationship with each other then this will help the whole working environment especially the children who will feel at ease within the environment which will help their all-round development and their relationship with the adults. You should always use language and communication methods that all other adults will understand and feel at ease with. Comunication is a massive part of forming a relationship with other adults so always speak clearly and give eye contact to the person with whom you are speaking too. When your speaking with other adults always make sure you are friendly and approachable and that you use good manners. We should treat others as we wish to be treated our selves at all times. You can help to develop and maintain a respectful relationship with other adults by
Having a duty of care towards colleagues
Make sure your aware of the work related needs of others
Remember confidentiality when having discussions with adults about work related topics and the children
Respect everyone has their own opinion
Help parents and carers to feel welcome when they enter the setting
Establish friendly and co-operative relationships with all other adults at all times
Respect that the parents and the setting have a joint responsibility for the development and well-being of the children
Respect that a parent has rights to enquiry, and information about their child’s development

2.2 Describe the importance of adult relationships as role models for children and young people
It is very important that we are aware of how we act around children and young people, they are constantly learning and picking things up. Children model their self’s and their attitudes and behaviour on how others behave, especially adults. They constantly copy the actions and mannerisms of adults in their lives, parents, carers and teaching staff in their school. As adults working with children you have to be aware of the impact your behaviour has on a child’s social and emotional development, by providing a good positive role model. For example if we use good manners and treat others with respect then the children are likely to follow you and behave in a similar way. Observing behaviour of adults affects children’s own behaviour and how they deal with their own feelings and how they relate to others. This is the main reason it’s important to provide positive role models for children’s behaviour. If a child saw two adults messing around or arguing and fighting then they may think this is acceptable behaviour and try this behaviour their self’s.

Know how to communicate with children, young people and adults

3.1 Describe how communication with children and young people differs across different age ranges and stages of development
When communicating with children and young people you must communicate in a way that is appropriate to their age and their different stages of development. This means using different communication methods and the right dialect and tone to adapt to the age or the stage of development of the child of the child your dealing with, so that they understand what you are saying. You should always communicate effectively so that they understand what you’re asking of them. Always take it in turns to talk and listen to the child. A younger child may not understand a simple command such as pick that pencil up please, you may have to go more in depth by saying pick that black pencil up please and then their name so that they no your speaking to them. An older child or one who is higher up the development stages would probably understand the simple pick up the pencil please. It is important to remember that children are still learning and developing at all times, so we must be able to communicate with them on their level, using the correct dialect and vocabulary that can be understood by each individual child, with the correct body language that will not send mixed messages and confuse the child.

3.2 Describe the main differences between communicating with adults and communicating with children and young people
The main differences between communicating with adults and communicating with children. Is the vocabulary in which you use? When communicating with adults we tend to use a more serious and formal way to communicate, unlike when we are communicating with children and young people. This is because we have to adapt our vocabulary when speaking with children. So that they understand what you are saying or asking of them. There are lots of different types of communication types, positive and negative, verbal and non-verbal communication. We adapt our type of communication when speaking with adult than when speaking with children. Children may not understand some types of communication, such as non-verbal, they may become distressed and confused because they don’t understand. A child needs clear instruction, we must remember to use vocabulary that can be understood by the child, a calm tone and body language that will not send mixed messages. Adults understand more and are on the same wave length as each other, and even if they didn’t understand you they would probably just ask you to explain a little better so that they did understand you or in a different communication technique

Identify examples of communication difficulties that may exist

Autistic spectrum disorder’s
Behavioural and communication difficulties
Cognition difficulties affecting the ability to process language
Hearing difficulties/speaking difficulties
Illiteracy
Special needs
Neglected children
Different parenting styles
Stammers/Stuttering

3.4 Describe how to adapt communication to meet different communication needs

There are a lot of different ways in which we can adapt communication to meet different communication needs. Here are a few examples
Makaton
Translation
Sign language
Picture cards
Braille
Body language
These are all ways of adapting communication to meet different communication needs. If a child has a difficulty with communication then it can become a big problem, especially at school, it can affect their development and stop them progressing. The ways of adapting communication are all ways of dealing with these problems. e.g. if a child has hearing difficulties it could be very difficult to communicate with these children, but if you adapted and used, sign language and picture cards then this would help the child understand what it is what you was trying to say to them or make them understand. There for you have overcome the communication difficulty.

3.5 Describe how to deal with disagreements between:

The practitioner and children and young people
When dealing with disagreements with children and young people, us as the practitioner must remain calm at all times and always maintain a professional relationships at all times. If a child picks up on the fact that you’re stressed or behaving unproffesional then the whole situation could spiral out of control and this could make the child and the whole situation even worse. Sometimes it can be better if you and the child take a 5 minuet time out to calm down before you try and sort the problem out fully. Never engage in confrontation with a child, if you needed too you could always ask for help or a little support from a colleague, to help you out or even take over for 5 minutes while you gather your thoughts. A lot of confrontation with children can be because they don’t understand what has been asked of them because you haven’t communicated properly. This can be avoided by always checking if the child understands and give clear instructions. Never give long lists of instructions because it could confuse the child, which could turn in to a disagreement. Remember children thrive with praise so you could focus on the good things that have happened that day after the situation is coming to an end and the child would be in good frame of mind again.

The practitioner and other adults
When dealing with disagreements with other adults you must always remain calm and maintain a professional relationship at all times. Never engage in confrontation of any type because this is not being a good role model to the children and your other colleagues, and it is very unprofessional. Adults are always going to have different opinions and views, and we should always respect this. If a problem occurs always discuss this with your colleagues as professional adults and try and work the problem out together so that it’s fair for everyone involved. Sometimes like when dealing with children, you and the other adult involved could also take 5 minutes time out before sorting the problem out fully. Always be friendly and approachable and this will make you easier to get along with and approach if a problem did ever arise.

Know about current legislation, policies and procedures for confidentiality and sharing information, including date protection

4.1 Identify relevant legal requirements and procedures covering confidentiality, data protection and the disclosure of information

Human rights act 1998
Children Act 1989
Care standards Act 2000
Education Act 1996
Race Relations Act 1976
Sex discrimination Act 1975
The Disability Discrimination Act 1995
Education Act 1981
Education reform Act 1988
United nations convention of the rights of the child
Employment Equality Regulations
Equality Act 2006
Children and young people Act 2008
Child care Act 2006
Special Educational Needs and Disability Act 2001
Disability Discrimination Act 2005
Race relations (Amendment) Act 2000
Children Act 2004

4.2 Describe the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of this

Confidentiality is very important when working in schools.
It is very important you ensure that any information you are given within the school remains confidential at all times.
Information is often given on a need to know basis, so if it don’t involve you then you may not be informed.
Always follow school policy and guidelines.
Seek guidance for colleagues if you are unsure.
As a member of staff you have a responsibility to make sure you observe confidentiality at all times.
All files should be locked away so that no one can gain access to them.
Never take information about a child or the school off site.
If a parent asks you about their child always refer them to your superior, giving them any information at all could be a massive mistake.

4.3 Identify the kinds of situations when confidentiality protocols must be breached.

Sometimes you have no option but to breach confidentiality. Here are the reasons why:
Of stead
Police
Social services

TDA 2.3 Added work 3.1 Describe how communication with children and young people differs across different age ranges and stages of development

Use the correct dialect for the child you are communicating with at the time, the correct dialect for their age and stage of development. Dialect which one child may understand, another child may not understand so you have to adapt your communication and dialect to suit the individual child.

3.4 Describe how to adapt communication to meet different communication needs

Use facial expressions and gestures
Keep your mouth visible and speak clearly

3.5 Describe how to deal with disagreements between the practitioner and other adults

If after everything has been tried in order to sort problems out between the practitioner and other adults and one party feels they still have a problem, then they could use the grievance policy within the school.

4.2 Describe the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of this

Always make sure that you reassure parents and children about confidentiality within the school. You can do this by speaking with the parent and child and telling them about the schools rules and regulations around confidentiality, and maybe you could show the parent the schools confidentiality policy, so they could see it for themselves.