of effective communication and relationships in a diverse school Why do we communicate? How do we communicate? Two simple questions but many different answers of how and why we communicate with others and the effect it has when communicating with people. Depending on the age of who we are trying to communicate with whether a child or an adult‚ someone whose English is a second language‚ or someone who has a disability the way in which we communicate with them should not really be much of a difference
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Unit 107 1.1 - Communication is a two way process and is how a person will send a message and how a person will receive and understand the message. Communication is not only about the words used but the manner in which you use them. The main feature of two way communication is the flow of information from both ways. This process is called a communication cycle. Communication always has a purpose and this may be to pass on information or an idea‚ to express a need or want to persuade someone to do
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Unit CU2941- Use and develop systems that promote communication. 1‚ Be able to address the range of communication requirements in own role. 1.1- Review the range of groups and individuals whose communication needs must be addressed in own job role. My job role requires me to be able to communicate in many ways‚ the client group I care for have individual communication needs. The elderly clients I care for generally have ill health‚ the illnesses they suffer from can be physical and mental
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baby might offer toys to others. The baby might show distress when his or her mother leaves. The baby typically begins to crawl and this means he or she can do more or him or herself‚ reach for objects and get to places and people. The baby is now more aware of other peoples feelings for example he or she may if their brother cries. 9-12months:the baby enjoys songs ans action rhymes. The baby still likes to be near to a familiar adult. The baby can drink from a cup with help. The baby will play alone
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Unit 1 Answers 1.1 People communicate for different reasons. To express themselves‚ to be able to relate to another person‚ to gather and share information‚ advice‚ help and support a person. 1.2 Good communication in the work setting enables staff members to work efficiently‚ provide both quality and speed in their job roles‚ communicating to ensure work is complete and knowing where staff are and what they are doing. Bad communication can cause tension between staff so no communication
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structures can be beneficial for children as it is important for children to have families who they can depend on. Here is an image mentioning a few of these: Within these family structures‚ there are different types of parenting; authoritarian‚ permissive‚ authoritative and uninvolved parenting (neglectful parenting). The authoritarian parenting style would consist of strict rules with harsh punishments for breaking these rules. Children may not be given a choice or an
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safe and secure environments for early years settings. · Health and saftey at work act 1974 · Controller of Substances Hazardous to Health (COSHH)Regulations 2002 · Reporting of injuries‚Diseases and Dangerous Occurrences Regulations 2006 · Children Act 2006 · The Food Saftey Act 1990 E2 Describe the procedures which will keep a child safe for each accident‚ illness or emergency. · Meningitis is a fatal infectious disease. Some of the signs of meningitis are a unexplained redish rash‚ vomiting
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Unit 301 & 305 Communication/Develop Professional Relationships with Children‚ Young People & Adults Please write out each question in full including the reference numbers. Question 1 Consider how the following contexts may affect relationships and the way people communicate: (301 1.3) Social - When in a social environment you are more than likely around people who know your personality and how you communicate‚ perhaps jokes‚ dramatic notions‚ being loud or quietly thoughtful may be ways in
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Unit aim This unit covers the competence required to maintain and support relationships with children and young people. It requires demonstration of competence in communicating with children and young people‚ developing and maintaining relationships with children and young people‚ and supporting relationships between children and young people and others in the work setting. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Communicate with children
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P2 Outline the arrangements for providing quality care for looked after children and young people This report will introduce the types of care provisions that are available for children and young people. The report will outline what the different types of care provisions include What they do and why they do it. Key information that will be addressed include the following care provisions; ∙ Foster Care ∙ Residential Care ∙ Respite Care ∙ Adoption Within this report you
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