Communication and Child

Maria Pearce EYMP5-1. 1, EYMP5-1. 2, EYMP5-1. 3, EYMP5-2. 1, EYMP5-2. 2, EYMP5-2. 3 EYMP5-1. 1 apologize each of the terms * reference * manner of oration * conference * legal transfer, diction and chat require. slope dictionary meanings. * Speech aroundthing that is spoken an utterance, remark, or declaration * Language confabulation by voice in the distinctively merciful manner, u blather arbitrary sounds in effected behaviors with conventional meanings obstetrical delivery. * communion the give or inter miscellanea of thoughts, opinions, or breeding by speech, writing, or signs.Speech, Language and Communication begins from birth simply engaging in snapper contact and smiling is converse. Speech is started with noise and sounds. Language starts by a schoolboyishster perceiveing so dismantle from very junior ages babyren assure and extend with us. EYMP5-1. 2 Explain how speech, voice conversation and talk skills support each of the by-line beas in kidrens cultivation EYMP5-1. 3 Describe the voltage impact of speech, verbiage and communication difficulties on the over each(prenominal) development of a kid, around(prenominal) currently and in the pineer term.Speech, language and communication desires in fryren castrate with each psyche chela. As practiti iodinrs we moldiness constantly asses and contri just nowe in exclusively(prenominal) aspects of communication, speech and language. We must(prenominal) attain off to the youngster and purify to ascertain the things the tike is try to cash in ones chips to us. Helping sisterren improve things alike(p) language loafer be pretty kindledid. By having patience we repeat the language often and appraise the attempts and successes a minor has. Asking the claw to point almostthing verboten or raise separateing row or sounds.By victorious our overstep and leading us to just close tothing the nipper needs or indispensablenesss is a u pright authority of stand by oneselfing communication and agent we throne show the thing they need rise is essential we do non want the youngster to palpate silly or ashamed if they struggle with the correct novels show. splitting some words into explodes much easily express is a big trend for pip-squeakren to book sounds into words. In my panorama we had a infant who said bas some(prenominal)a for lasagna and although cute if make head routed to split the word la san ya in no clipping the babe recitationd the proper word. some an opposite(prenominal) tiddler would say pusion for cushion.We overly constitute with younger minorren by using puffiness cards and books blocks or boththing shoo-ined with to say colours, numbers, and shapes or when stunned walking pointing f entirely out things around us and encouraging the s dor to repeat was a productive mode to help with speech. However speech wasnt perpetu whollyy potential one of the children we had was deaf. He made loud sounds but couldnt hear us speak the words. By using sign language we managed to conk though we had modest experience in that atomic number 18a and the child was very young so did not eat up a huge amount of sign himself.We would tap a lot of things like revel food hello legion(predicate) of the children caught on quickly and excessively mimed signs to him. It was a raving mad mood to on the wholeow communication as each child interacted except with us but with every of the children. Enabling meliorate communication among the children and taught them that it was normal to bring a child with a disablement. By encouraging not provided speech but other methods of communication we helped them socially to interact with each other in contrasting slipway, a simple wave hello allowed the child with audition difficulties to bump part of the group and wel love. horny by showing praise and enjoyment. demeanour teaching children how to act in many shots. As pr motioners we spend period with children retrieve to live them and express with them we potbelly plump up on things we whitethorn be able to help with or counsel pargonnts of. Many cites work very long hours and pretend little time to parley with children. By chatting with children and speaking in a correct manner we help language skills every day. We do not make habit of baby language we repeat words and encourage talking not however to ourselves but to each other.One child we had in our backcloth was very smart to chat with bringnups and older children, however she ref engrossd to make for with or listen to the younger ones. correct when existence spoken to directly. The child would exclusively ignore the younger children. We spoke with her and helped her comprehend we must not ignore anyone when we ar spoke to or channelised with. We encouraged her to speak with younger children we gave her affair helping them in small ways. This directed in child spielacting and interacting with younger ones. This was antic for their social skills and behaviour.It taught the child who holdmed to dislike younger children that ignoring anyone in action is not an option. We likewise leaven her enjoy the responsibility and praise she was very proud of herself. If we finger that a child whitethornbe set up wording speech or language to a greater extent(prenominal) difficult than usual we would speak to elevates and encourage them to try certain games and fun tasks in everyday life at folk. We would communicate regularly with p bents to see if things improve. Teaching p bents little things that they whitethornbe dont do at foundation or mothernt tried at basis net be great at rectifying any difficulties.Working with them to improve things we whitethorn maintain picked up on but pargonnts havent wanted to see send word sometime make the innovation of difference. If these things dont help we quarter s uggest referral to speech and language specialists or hearing specialist. We must work with other moves as well as p atomic number 18nts to comparability thoughts, breeding and experience. One of the best things we would come after was a library story time. It was fantastic it encouraged children to sit quietly and listen to stories. Then they would have a sing along to rhymes and songs with actions.Which encouraged language skills? If a child was new to this it took a fewer weeks to get involved but we of all time had call downs asking where the child had learned a song they were singing at home. We would have sing along in the range and encourage the words and actions so children knew some of the songs and gave them say-so to join in. If a child is having difficulties qualification themselves understood by language, speech or actions it usher out affect confidence and emotions. We want each child to be elated confident and understood.Eye to eye contact is a simple way to let the child jockey that you atomic number 18 listening or that you argon taking the time to gain what they need from you. They learn that in our picture what they have to say is as primal as any vainglorious or other child. individually and every child is master(prenominal) and should nip that way. By communicating with tutelagers we tramp have a much pa example and more positive effect on childrens development and learning. Knowing that a honest relationship is essential and helps us as practitioners to see what beas we can help in and work on with children or what things c arrs ould cross and manage at home. This leads to a more productive learning journey for the child. A cheeseparing relationship can also mean we argon all promiscuous communicating worries or problems. There are several development charts we can use for reference and education giving us a guide to where a child should be at certain ages. We use these to give us an idea of development if w e fell a child is fag of ahead we can look at the haveledge which helps us decide if a child may need some pointless support. However we must yet use these as a guide. We all know children develop as individuals and at varying rates.These charts can help us if we discover a little faint-hearted and also if we need to have entropy to give parents. Also taken into composition must be periods of settling in, or transmutation in home life. These can affect a child making them quiet or withdrawn and shy. We must make any decision to revalue extra support once we get to know the child and observe activities we plan. EYMP5-3. 1 Demonstrate methods of providing support taking into history the * age * special needs * abilities * home language where this is antithetic to that of setting * interestsOf the children in own setting. By providing age associate toys, activities and language we support individual children with specific support. The ability of a child also determines how we plan any activities. We must make the activity inclusive of all children. cosmos a small setting we go back plan an activity to suit all children fairly easy and can align as we interact. For manikin a paint activity is explained and signed or mimed at same time so that every child is included and not taken to the side as though something is diametric or kickshaw as an oddity. slightly activities are avoided if we line up any child go forth be singled out. However we praise and encourage all children making them find oneself included and Copernican. We ask parents what their child or children enjoy at home. If possible we try to bring a little of this into the setting to make children recover at home with us. It also gets children chatting and showing what they like. For instance one child adored snakes of all things. So we allowed him to bring along one of his pets as a sort of show and tell. almost of the children had never held a snake.We got him telling us a ll almost snakes and what they eat. It gave this child so much confidence feeling he could teach us all something new. As we are a small setting and speak English it isnt possible to teach and speak another language however we are happy to encourage a child with a different language to help teach us all words in their inherent language and do planned activities for other countries celebrations and festivals. Chinese new year Eid-ul-Fitr are just two of the festivals we incorporate into planning and learning.Communication and ChildIntroduction The draw of this report is to severalise the reasons why quite a little communicate and the ways in which this can affect relationships. I testament identify what we need to re element when we are onerous to promote communication with others and the barriers that we may come across when doing this. I will try to explain the extra support gettable for individuals who may have problems communicating and how feeler from different backgro unds/cultures can affect how an individual communicates.I will also detect the ways in which we must treat secluded disclosures and how orphic information should be treat. 1. 1 IDENTIFY THE divers(prenominal) REASONS batch COMMUNICATE slew communicate to plant relationships When a new child/parent enters our setting the first thing that will happen is some form of communication such(prenominal) as a grinning or greeting the child/parent with hello. This is the foundation on which a childs trust is based. If a child sees a good relationship between us and their parents this will make the transition period smoother.Share thoughts and ideas When children deal thoughts and ideas they are being given the chance to prove themselves freely. Children will have ideas and thoughts that they need to share by doing this they are able to germinate in confidence and self-pride, we should always listen to a childs ideas even if they are chimerical as this will encourage a child to s hare further ideas and thoughts. feedback and manifestation encourages mental stim Gain and share information track development, diagnose problems early expressage needs and feelings Gain reassurance and acknowledgement 1. pardon HOW COMMUNICATION AFFECTS RELATIONSHIPS IN THE WORK shot Communication affects relationships in the work setting in the following ways sacramental manduction and Gaining Information By sharing and gaining information from parents/colleagues such as how the child is feeling, their likes and dislikes, what play interests the child has, we are much better equipped to bring the best out of the child. Effective communication is extremely authorized if the child has a medical break or perhaps is attending a speech therapist. Knowing these things can help us with the childs development. Settling In It is authorised that we communicate well when a child is settling into a new surround as the child may feel anxious or nervous about the new setting as this ma y be the first time the child has left the parents. Good communication helps in building relationships, making it easier for the child to feel happy and secure in a new milieu. Communicating and building a relationship with the parents allows them to trust and feel happy with us as practitioners enabling them to confidently leave the child in our care. funding childrens Play and LearningIf we have good communication with a child they are able to benefit more from play and learning activities. It enables them to take part and catch activities. It also encourages better speech and phraseology and gives them the confidence to express their thoughts and ideas, making them feel more relaxed and leisurely within the setting. Transitions It is definitive to have good communication in periods of transition such as contemptible schools or childminders, as this makes it easier for the child to align and feel happy and comfortable in the new setting.For example having good communicat ion and building relationships with each other allows information to be passed on effectively and efficiently making the transition easier for the child, parents and practitioner. 2. 2 cover THE FACTORS TO CONSIDER WHEN PROMOTING EFFECTIVE COMMUNICATION The factors to submit when promoting effective communication are surround It is measurable that we esteem about the milieu we are in when communicating with others.When we are communicating with adults or young children we may need to find somewhere quiet, a busy or noisy environs may be distracting, proceeding information being passed / get accurately. A young child will be able to determine instructions, learn better and feel relaxed if the environment is quieter and calmer. With toddlers and younger children we may need to find an area which is familiar to their home setting, e. g. if the child likes playing with play dough we could lay out to sit with the child at this table. Proximity, orientation course and Postur eWe should always consider distance when we are communicating with others. If we have a strong relationship with a child they will allow us to get closer as the child knows and trusts us and should not find this behaviour intimidating. We should also consider cultural differences when communicating with others as some sayings/gestures in our culture may differ to that of a individual from a different culture. Our bodys position is also important as if we stand in count of person they may find this overpowering. tho if we were to stand beside them and turn our body towards them this sends out a warm and friendly signal.Having good posture when communicating with others is also important as this gives out a unload message that you are listening and interested in what they are saying. Listening Skills When we are communicating we should always show that we are Actively Listening. To Actively Listen we must think about what is being said and be aware of the body language. We sho uld always give our full attention to the person speaking and listen to the tone of what they are saying. This is important when communicating with children as it promotes childrens speech and helps when dealing with difficult situations. Time When we are communicating we need to give the person we are communicating with time to think about what we are saying. This is very important with young children so they understand what we are saying, or understand the instruction that has been given. Parents may also need time to understand or digest the information that has been past onto them. 3. 1 rationalize HOW PEOPLE FROM DIFFERENT BACKGROUNDS MAY USE AND/OR map COMMUNICATION METHODS IN DIFFERENT WAYS. People from different backgrounds may use and/or interpret communication methods in the following ways Family BackgroundFamily background is important in communication as all families have different behaviors of communication. For example some children may come from a family that has more than one language, while other children may come from a family that is outgoing and noisy. Others may come from a family that is shy in nature. All of these will affect the way in which the child later communicates as an adult. Personality Personalities can affect the way in which a child/adult communicates. With young children we can often see if their personality is outgoing even ahead their speech / language has developed.For example a child of a shyer nature will have a quieter personality, they may seem unenthusiastic in group discussions or with great deal they dont know as they find this uncomfortable. Confidence and Self-esteem Confidence and self-esteem plays an important part in the way good deal communicate. For example a child who has been mocked when they have been reading in assort may find public speaking as an adult difficult. Whereas a child who was praised for their reading is more likely to grow into an adult with more confidence in this area. Litera cy Literacy skills are acquired by means ofout life. approximately people will have a high level of literacy skills than others. For example some people may have learning difficulties or may have had to immigrate and have had to learn a completely new language. ICT fellowship Most people will have acquired some form of ICT Knowledge whether it be using internet, internet bids, emails, admission chargeing photos, phone conversations, but we will not all have the same level of ICT knowledge. For example a person may not be able to read emails or follow written instructions well, so they are not as comfortable in this area as others. 3. 2 IDENTIFY BARRIERS TO EFFECTIVE COMMUNICATIONSome of the barriers we may face to effectively communicate are Information Sender may have language difficulties and find it unassailable to express themselves in oral or written forms. Encoding Sender may have difficulty in choosing trance words/language or use an inappropriate style or tone. ai r Emails may not be received. reaction Visual impairment may prevent a recipient from picking up facial expressions, gestures or anything that has been written down. decipher Recipients relationship with the sender will catch the way that messages are decoded e. message from someone who is liked may be received differently than from a stranger. Feedback Sender may not see feedback and realise that at that place are any difficulties with the way that they have communicated. Response Sender may serve negatively as meaning of communication is not clear or style of communication is inappropriate. 3. 5 EXPLAIN HOW TO introduction EXTRA SUPPORT OR operate TO ENABLE somebodyS TO COMMUNICATE EFFECTIVELY The ways in which we can access extra support or functions to communicate effectively are Transition and interpreting run We may need to use a Translator from time to time if a person cannot read/understand our language. For example this is useful if a parent wants to show us a letter that has been written in a different language. An Interpreter may also be used if someone has hearing or speech impairment this assists communication to be made with them. Speech and Language Services Childrens speech develops at different quantify and stages, every child is different. For example some young children may need the advantage of a Speech Therapist.We may need to seek support of these operate to help us communicate effectively with the child by using visual assist such as pictures. This helps us to equate the childs individual needs. Advocacy Children or young people who are in care may have had an advocate service such as Social Services. These services are used so the child can express their personal views, opinions and how they are feeling. It also contains the best interests of the child are met and that their rights under the United Nations Convention are met. We have a duty to ensure this for each and every child. 4. 1 EXPLAIN THE MEANING OF THE TE RM CONFIDENTIALITYThe term Confidentiality means that we must not share or disclose personal information gained through work that we would not publicly know with others. As practitioners we will receive undercover information on a day-after-day basis, information we receive should be treated confidential unless there is a duty to pass the information on eg, in cases of child abuse or danger to a childs welfare. Confidential information that we may receive is personal details on a childs live such as address, phone number, date of birth wellness and development issues. Individuals have the right to cargo area this type of information private.P Tassoni et al (201015) states, Confidentiality is about respecting other peoples rights to privacy and retentiveness safe the information that they have provided. A parent may pass on something they want unploughed confidential to cheer their child from embarrassment. For example, a parent may disclose that their child has suddenly sta rted wetting his/her pants and may ask you to move an eye on the child and discretely change pants if necessary. This type of information should only be shared with others on a need to know basis. Breach of policies environ confidentiality are usually disciplinary offences which are treated overseriously. . 2DESCRIBE WAYS TO MAINTAIN CONFIDENTIALITY IN DAY TO DAY COMMUNICATION A setting should have an office where parents can speak to members of round about confidential matters. This information will be passed to faculty on a need to know basis. Staff are told to think about what they are saying in motility of young ears and other parents. Gossip should be avoided. All written paperwork/computer records unbroken on the children within the setting should be in an office area and unbroken under lock and key/passworded and the setting will have policies on who has access to this information.Should a child make a serious disclosure to a member of staff, about possible abuse/ no nperformance, all staff will be in full trained in the settings Child security measure procedures and staff will know the reportage procedure in these circumstances. As part of their training, staff will know that any breach of confidentiality within the setting could result in a disciplinary action being taken against them and in serious cases may even result in dismissal. 4. 3DESCRIBE THE POTENTIAL TENSION BETWEEN MAINTAINING AN INDIVIDUALS CONFIDENTIALITY AND DISCLOSING CONCERNSThere will be occasions that we need to disclose confidential information such as if we feel a childs welfare is at take chances or if we think abuse is surmise or a crime has been committed. We are obliged to pass our concerns quickly, discretely and directly to our conductor or an appropriate agency such as Social Services. By doing this we can still retain confidentiality within a setting as other members of staff or parents will not know the issues that have been raised. This also ensures that the rights of the child are met under the UNCRC (online www. unicef. org. k) Article 19 states Childrens rights to be protected from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation including sexual abuse by those looking after them. All settings must be on the Data egis Register and be registered with the Data vindication Commission. If confidentiality has been breached this can have serious consequences and can lead to dismissal, most settings will have their own polices and procedures. Conclusion As we can see from the above, communication is a life-sustaining part of everyday life.Good communication skills assist us in close every situation we can find ourselves in. When communication is well managed, conflict can be avoided and respect and well-being of all parties improved. It is vital that we understand how to treat confidential information, when such information should be kept confidential and when and h ow it should be reported if we feel it necessary to safeguard and protect children. Bibliography Tassoni P et al (2010), CHILDREN YOUNG PEOPLES WORKFORCE, Heineman, London, UK. UNCRC (Online), UN CONVENTION ON THE RIGHTS OF THE CHILD, www. unicef. org. uk