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 Explain alto ramher(prenominal) of the cost * linguistic conversation * language * confabulation * Speech, language and colloquy take away. English dictionary meanings. * Speech some liaison that is spoken an utterance, remark, or declaration * Language communication by voice in the distinctively human manner, use autocratic sounds in conventional ways with conventional meanings speech. * Communication the imparting or interchange of thoughts, opinions, or instruction by speech, writing, or signs.Speech, Language and Communication begins from birth simply engaging in eye come across and smiling is communication. Speech is started with noise and sounds. Language starts by a electric shaver seeing so level(p) from very spring chicken ages small fryren learn and give-up the ghost with us. EYMP5-1. 2 Explain how speech, language and communication skills support each of the following atomic number 18as in kidskinrens development EYMP5-1. 3 Describe the potential impact of speech, language and communication difficulties on the overall development of a boor, both currently and in the longer term.Speech, language and communication necessitate in electric razorren vary with each individual kid. As practitioners we must constantly asses and contri juste in all aspects of communication, speech and language. We must listen to the kid and try to meet the things the fry is trying to bring to us. percentage children improve things like language fanny be fairly elemental. By having patience we repeat the course often and sycophancy the attempts and successes a child has. Asking the child to point something bulge or countenance saying talking to or sounds.By taking our hand and leading us to something the child motivatings or wants is a effective way of table serviceing communication and nub we put up say the thing they need encouragement is essential we do non want the child to feel silly or ashamed if they struggle with the correct word. Splitting some words into parts more(prenominal) easily state is a great way for children to make sounds into words. In my reach we had a child who said bas anya for lasagna and although cute if encouraged to split the word la san ya in no time the child utilise the proper word. Another child would say pusion for cushion.We similarly found with younger children by using bargonfaced cards and books blocks or anything played with to say colours, numbers, and shapes or when out walking pointing out things around us and encouraging the child to repeat was a productive way to help with speech. nonetheless speech wasnt forever and a day viable 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 communicate though we had small experience in that orbit and the child was very young so did not have a huge nitty-gritty of sign himself.We would mine a lot of things like drink food hello many of the children caught on quickly and also mimed signs to him. It was a fantastic way to allow communication as each child interacted just with us but with all of the children. Enabling go against communication between the children and taught them that it was normal to claim a child with a disability. By encouraging not only speech but other methods of communication we helped them socially to interact with each other in different ways, a simple wave hello allowed the child with hearing difficulties to feel part of the group and welcome.Emotional by screening praise and enjoyment. Behaviour teaching children how to act in many scenerys. As practioners we spend time with children getting to know them and communicate with them we push aside pick up on things we whitethorn be able to help with or advise p arnts of. Many rears work very long hours and have little time to dialogue with children . By chatting with children and speaking in a correct manner we help language skills either day. We do not use baby language we repeat words and encourage talking not only to ourselves but to each other. superstar child we had in our displace was very happy to chat with grownups and one-time(a) children, however she refused to play with or listen to the younger ones. Even when being spoken to directly. The child would alone ignore the younger children. We spoke with her and helped her understand we must not ignore anyone when we atomic number 18 spoke to or communicated with. We encouraged her to converse with younger children we gave her responsibility helping them in small ways. This entrusted in child compete and interacting with younger ones. This was fantastic for their social skills and behaviour.It taught the child who seemed to dislike younger children that ignoring anyone in life is not an option. We also seen her enjoy the responsibility and praise she was very prou d of herself. If we feel that a child whitethornbe conclusion speech or language more difficult than usual we would speak to p bents and encourage them to try certain(p) games and fun tasks in everyday life at groundwork. We would communicate regularly with parents to see if things improve. Teaching parents little things that they whitethornbe dont do at home or havent move at home can be great at rectifying any difficulties.Working with them to improve things we whitethorn have picked up on but parents havent wanted to see can onetime(prenominal) make the world of difference. If these things dont help we can suggest referral to speech and language specialists or hearing specialist. We must work with other settings as advantageously as parents to compare thoughts, instruction and experience. One of the best things we would attend was a library story time. It was fantastic it encouraged children to sit quietly and listen to stories. Then they would have a sing on to rhymes a nd songs with actions.Which encouraged language skills? If a child was impudently to this it took a few weeks to get involved but we always had parents asking where the child had learned a song they were singing at home. We would have sing along in the setting and encourage the words and actions so children knew some of the songs and gave them confidence to join in. If a child is having difficulties fashioning themselves understood by language, speech or actions it can affect confidence and emotions. We want each child to be happy positive and understood.Eye to eye contact is a simple way to let the child know that you are listening or that you are taking the time to understand what they need from you. They learn that in our setting what they have to say is as grievous as any adult or other child. individually and every child is in-chief(postnominal) and should feel that way. By communication with carers we can have a ofttimes better and more positive effect on childrens dev elopment and learning. Knowing that a good relationship is essential and helps us as practitioners to see what areas we can help in and work on with children or what things carers ould continue and manage at home. This leads to a more productive learning journey for the child. A good relationship can also mean we are all comfortable communicating worries or problems. There are several development charts we can use for reference and information giving us a guide to where a child should be at certain ages. We use these to give us an idea of development if we fell a child is behind of ahead we can look at the information which helps us decide if a child whitethorn need some extra support. However we must only use these as a guide. We all know children develop as individuals and at varying rates.These charts can help us if we feel a little unsure and also if we need to have information to give parents. Also taken into account must be periods of settling in, or pitch contour in home lif e. These can affect a child making them quiet or withdrawn and shy. We must make any decision to advise extra support once we get to know the child and observe activities we plan. EYMP5-3. 1 Demonstrate methods of providing support taking into account the * age * particular needs * abilities * home language where this is different to that of setting * interestsOf the children in own setting. By providing age related 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. Being a small setting we scratch planning an activity to suit all children fairly easy and can adjust as we interact. For drill a painting activity is explained and signed or mimed at kindred time so that every child is included and not taken to the side as though something is different or dole out as an oddity.Some activities are avoided if we feel any child exit be singled out. However we praise and encourage all children making them feel included and important. 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 feel 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. Most of the children had never held a snake.We got him telling us all about 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 homegrown language and do planned activities for other countries celebrations and festivals. Chinese new year Eid-ul-Fitr are just devil of the festivals we in corporate into planning and learning.Communication and ChildIntroduction The aim of this report is to identify the reasons why battalion communicate and the ways in which this can affect relationships. I will identify what we need to call in when we are trying to promote communication with others and the barriers that we may come across when doing this. I will strive to explain the extra support available for individuals who may have problems communicating and how coming from different backgrounds/cultures can affect how an individual communicates.I will also describe the ways in which we must treasure mystical revelations and how confidential information should be treated. 1. 1 IDENTIFY THE DIFFERENT REASONS PEOPLE report great deal communicate to Build relationships When a new child/parent enters our setting the first thing that will happen is some form of communication such as a smile or salute the child/parent with hello. This is the foundation on which a childs trust i s based. If a child sees a good relationship between us and their parents this will make the transition period smoother. parting thoughts and ideas When children region thoughts and ideas they are being given the chance to express themselves freely. Children will have ideas and thoughts that they need to share by doing this they are able to grow in confidence and conceit, we should always listen to a childs ideas fifty-fifty if they are incorrect as this will encourage a child to share further ideas and thoughts. feedback and mirror image encourages mental stim slay and share information track development, diagnose problems early Express needs and feelings Gain reassurance and acknowledgement 1. EXPLAIN HOW COMMUNICATION AFFECTS RELATIONSHIPS IN THE WORK SETTING Communication affects relationships in the work setting in the following ways Sharing 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 important if the child has a medical condition or perchance is attending a speech therapist. Knowing these things can help us with the childs development. Settling In It is important that we communicate well when a child is settling into a new surroundings as the child may feel anxious or nervous about the new setting as this may 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 environment. 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. Supporting childrens Play and LearningIf we have good communication with a child they are able to benefit more from play and learning activities. It enables t hem to take part and understand activities. It also encourages better speech and vocabulary and gives them the confidence to express their thoughts and ideas, making them feel more relaxed and comfortable at heart the setting. Transitions It is important to have good communication in periods of transition such as moving schools or childminders, as this makes it easier for the child to adjust and feel happy and comfortable in the new setting.For example having good communication 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 DESCRIBE THE FACTORS TO CONSIDER WHEN PROMOTING EFFECTIVE COMMUNICATION The factors to consider when promoting effective communication are milieu It is important that we think about the environment we are in when communicating with others.When we are communicating with adults or young children we may need to go somewhere quiet , a busy or noisy environment may be distracting, pr up to nowting information being passed / received accurately. A young child will be able to understand 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 arrange to sit with the child at this table. Proximity, Orientation and PostureWe 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 mortal from a different culture. Our bodys side is also important as if we stand in movement of someone they may find this overpowering . besides 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 clear message that you are listening and interest 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 should 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 t ime to understand or digest the information that has been past onto them. 3. 1 EXPLAIN HOW PEOPLE FROM DIFFERENT BACKGROUNDS MAY routine AND/OR INTERPRET COMMUNICATION METHODS IN DIFFERENT slipway. 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 bolts 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 before their speech / language has developed.For example a child of a shyer nature will have a quieter personality, they ma y seem unenthusiastic in group discussions or with throng they dont know as they find this uncomfortable. Confidence and Self-esteem Confidence and self-esteem plays an important part in the way people communicate. For example a child who has been mocked when they have been information in class 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. Literacy Literacy skills are acquired throughout life.Some people will have a higher 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 cognition Most people will have acquired some form of ICT Knowledge whether it be using internet, internet phones, emails, accessing 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 e mails 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 transmitter may have language difficulties and find it hard to express themselves in oral or written forms. Encoding Sender may have difficulty in choosing purloin words/language or use an inappropriate style or tone. Transfer Emails may not be received. Reception Visual impairment may prevent a recipient from picking up facial expressions, gestures or anything that has been written down. Decoding Recipients relationship with the sender will influence 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 there are any difficulties with the way that they have communicated. Response Sender may respond negatively as meaning of communicatio n is not clear or style of communication is inappropriate. 3. 5 EXPLAIN HOW TO ACCESS EXTRA SUPPORT OR SERVICES TO ENABLE INDIVIDUALS TO COMMUNICATE EFFECTIVELY The ways in which we can access extra support or services to communicate effectively are Transition and Interpreting Services We may need to use a voice 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 times and stages, every child is different. For example some young children may need the service of a Speech Therapist.We may need to seek support of these services to help us communicate effectively with the child by using visual aids such as pictures. This helps us to meet the childs individual needs. Adv ocacy Children or young people who are in care may have had an advocate service such as hearty Services. These services are used so the child can express their personal views, opinions and how they are feeling. It also ensures 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 TERM 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 confidential information on a occasional 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 public assistance. Confidential information that we may receive is personal details on a childs live such as address, phone number, troth of birth health and devel opment issues. Individuals have the right to keep this type of information private.P Tassoni et al (201015) states, Confidentiality is about respecting other peoples rights to privacy and keeping safe the information that they have provided. A parent may pass on something they want kept confidential to protect their child from embarrassment. For example, a parent may disclose that their child has suddenly started wetting his/her pants and may ask you to keep 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 surrounding confidentiality are usually disciplinary offences which are treated seriously. . 2DESCRIBE WAYS TO MAINTAIN CONFIDENTIALITY IN DAY TO DAY COMMUNICATION A setting should have an office where parents can speak to members of staff about confidential matters. This information will be passed to staff on a need to know basis. Staff are told to think about wha t they are saying in front of young ears and other parents. Gossip should be avoided. All written paperwork/computer records kept on the children within the setting should be in an office area and kept 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/ discount, all staff will be in full trained in the settings Child sentry duty procedures and staff will know the reporting 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 risk or if we think abuse is suspected or a crime has been committed. We are obliged to pass our concerns quickly, discretely and directly to our manager 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) expression 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 aft(prenominal) them. All settings must be on the Data Protection Register and be registered with the Data Protection 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. finding As we can see from the above, comm unication is a vital part of everyday life.Good communication skills assist us in nearly 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 how 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