Communication And Professional Relationships With Children Essay

1. Establishing respectful, professional relationships with pip-squeakren and young flock 1.1When laddering with young fryren we impoverishment to adjust our behavior and intercourse to the site we are in for example difference down to a minors level when uttering to them so they dont feel intimidated by you. Coming crosswise as approach fitted to a child is very important so they female genital organ feel confident around you and feel want they trust you. All children guide to feel they are safe and appreciated and when we inter turn of events with them we should make sure we demonstrate this. It is important that we establish these relationships early on and that we continually behave this sort with them, praise children is very important. All children of all abilities and cultures need to feel they are valued and are in a valued and a secure environment, you should designate this when interacting with them. It is important that your relationship with the children you work with starts off rightThis means implementing ground rules and mutual respect from the start. You need to show interest and concern when interacting with children this can assist to build trust. For example if a child is playing with building blocks on the floor I would ask them an open question that included praise like thats interesting, can you tell me whats going on in the picture? This encourages autonomy for the child to think for themselves and explore their own ideas and use of vocabulary. fling choice to the child is important because more independent thinkers, and when they choose something they thrive at and enjoy this improves their self-esteem.1.2Appropriate behaviour for maps of development Behaving take awayly with children and young pot whilst they develop is important. When communicating with children and young people it is important that you remember what stages of development they are. Lots of children of different ages and needs impart need different levels of support and worry you have to mould their needs and their concentration level. As I begin to work with different age groups and abilitys I can choose the different featureswithin the children. When working with SEN children it is important I talk to my co-workers who have assessed the childs stages of development so I know which areas to focus on most.Children in foundation stages and key stage 1 (age 4 to 6)This is a very young age range and they are still developing their terminology and communication skills. Little things like when you are speaking to a child make slews of look contact and come down to their level so you dont come across as intimidating and dont tower over them. In my afterschool club we have a talk session where the children pay off it in turns to talk utilize our talking stick, I still have to remind the children not to talk over one and former(a) and to listen to each other. This activity helps them learn communication skills. After giving a child instructions to do something i.e. please tidy up the Lego, I ask them to repeat it back to me so I know they experience what Ive asked of them. This is the age group I work with and we have to factor in that the children struggle to concentrate for long periods of time and that young children excite easily so we are prepared if we change from the r out(a)ine they know.Children in Key stage 2 (age 7 to 11)When children start key stage 2, a lot of the children will have matured when they communicate. They will be able to converse with you having blend used to the social structure of conversation and will be less self- orientated. Some children will have more consideration and ask others to speak first. But, some pupils still have to be reminded about taking turns when talking.Children in Key stage 3 and 4 (age 11 to 16)Children at this age should be used to formal and informal language, they will understand how to communicate with others and know how to use social media like texting and Facebook to postponement in touch with each other. Teenagers can become shy and self-conscious when speaking out loud so to help them regain confidence have them speak out loud in smaller groups. It is more than likely that children whose first language isnt English will take longer to develop and understand English. So their speech expression may be different to others. Childrens development wont be stopped because theyare learning another language but you need to handle the child in a sensitive way so their identity is valued.1.3Dealing with disagreements between children and young people Dealing with disagreements between children and their classmates is a regular occurrence especially in early years and key stage 1. Managing their arguments you need to get both sides of the story from the beginning. It is important that the other child gets to share what happened and that they feel they have been herd. When dealing with disagreements you need to find out who is in the wrong and if they need to apologise to one and other. If the arguments continues after it was settled push to another staff member. Its important to lead by example so the children learn the value of compromise.It is important that children are able to understand how their behaviour can be affected by their own feelings it is good to talk with them about this they have a better understanding. For example saying to a child I know its upset you that you couldnt do ceramics today this will help them see the connection between emotion and behaviour. This will help them understand about thinking of others and consideration. Where I work a useful activity called circle time helps the children understand others feelings and turn taking. Sometimes our younger children struggle posing for long periods of time so we dont make the sessions to long however this activity can be used with honest-to-goodness children too.1.4A) Promote utile interactions with children and young people Child ren will constantly look up to adults and will follow the lead of the adults around them. When we show good behaviour children will take this in and start to show good behaviour as well. You must follow the guidelines and rules of your work place, be polite and respectful towards colleges and pupils, dress in an appropriate manner. Treat everyone with fairness and be aware of your approach to situations being co-operative and offering help to others is important when building relationships.B) Impact negatively on interactions with children and young people Children are going to be watching and listening and always taking in what you say.The class room instructor and the belief assistant and the rest of the educational activity staff are important to the children and big influences. Lots of children idolise their instructors so its important the teachers have good qualities that affect the child that they can wherefore imitate and achieve good behaviour e.g. if you swear in fron t of your child this teaches them that foul language is okay. Another example is a teacher who favourites event students could make another student feel left out and alone this will defiantly affect their self-esteem. Another example is if there is a teacher that comes across as angry and unhappy this can have a negative impact on the child.2.1How to establish respectful, professional relationships with adults Working with adults whether it be in or outside of school, you need an environment to work in that has openness and support from one and other. In the school environment you wont be able to work solitarily or independently to others, also it wouldnt be very realistic to think that you could. Although you will need to cargo hold up professionalism in the school environment, you should also support your colleges, parents of pupils and any other adults in a professional and sensitive way. The relationships you have with adults may be your co-workers, volunteers, members of the school team. You will work with parents and guardians, and with other professionals who support children with additional needs such as speech therapists.As a dogma assistant I come in to contact with a variety of professionals who are involved with childrens education and welfare whilst at school, from dinner staff, school club staff to social address workers and school nurses. I will have different relationships with these groups of people but must maintain a professional manner regardless of the situation. Depending on the circle and who you are talking to your behaviour will change. For example if you bump into a college at the supermarket you will be less formal when talking with them. As a teaching assistant I am in contact with many people and I am like to be seen and heard by those in my community who know me in the capacity of a teaching assistant, it is part of my responsibility to behave in an appropriate manner even when not at work2.2Adult relationships as role manak ins for children and young people It should always be remembered that when you are constantly working with young children you are regarded as a role model in their eyes whether you like it or not. Social learning theory means the people learn from one another through with(p) observation, imitation and modelling. We (teaching assistants) can put this into practice as role models, by displaying, kind, compassionate behaviour in hopes that the children we teach will observe imitate and model the behaviour. For example as a teaching assistant I prise the children when their behaviour is good i.e. when tidying up which encourages them to continue. They in turn mimic this good work / behaviour and praise pattern when interacting with their peers. By leading as a positive role model, I am well placed as a teaching assistant to demonstrate to the children how collaboration, negotiation, effective communication and team work make for a success.3. Know how to communicate with children, youn g people and adults 3.1 Communication across different age ranges and stages of development Whilst children grow older the way in which we communicate with them grows as well. From teaching babies their first words, to thoughtful in-depth discussions with young adults. As a teaching assistant I can change how I communicate with different age ranges, for example with my year 1 class I am very direct and use clear language they will understand so they have a good grasp of the topic or the task. And with older children I can have a more in-depth conversations and let them find and figure out things with less assistants.3.2Describe the main differences between communication with adults and communication with children and young people When communicating with children in my care I will try to communicate as clearly as possible by using words and phrases their age group understand, listening and taking in what the children say, responding positively, verbal and non-verbal communication suc h as nodding, eye contact, hand gestures etc. Smiling, encouraging and praising always, giving support to the children whilst communicating.When communicating with adults I work with I use language weboth understand, try to support other adults and be professional, make eye contact, respect other peoples ideas even though I may not agree with them. The school I work in we barely go by are first reveals this was made to make communication between parents and carers and the children more affective. So there would be less of a gap between the staff and parents and to be seen as more approachable. Some people do not agree with being on first name basses with their pupils and see that being addressed by their last name is a sign of respect.3.3Communication DifficultiesIn my work there are a spell of families who have English as an additional language so my body language becomes more relevant when communicating with them. Many children are bilingual in my work place. For some parents w ritten communication is preferred as they have little contact with the school or myself. Electronic communication is a extreme part of school life, the school even has a Facebook page.3.4Adapting Communication In a previous placement of mine we had a child who wore a consultation aide so a one on one was hired to teach her sign language so she could further her communication skills however lots of children wont get this opportunity so its important to have a clear communication by doing little things like move the deaf child at the front of the class so they have better visuals.3.5 Dealing with DisagreementsDisagreements in schools unfortunately are quite common occurrence. term and time again the disagreements are down to miscommunication, these disagreements should be handled with care so that people dont carry bad feelings towards the other somebody for a long time. Sometimes in the work place and with other adults we can misunderstand or misread the wrong thing when someone has communicated with us when they harbourt. Sometimes we can blame others for things weve interpreted as something else or being argumentative and not agreeing for their point of view. If an argument occurs with other adults it is important to resolve the situation with sensitivity on both parts and try and the problem as soon as possible. If the problem is left to stew and there is nothing done about it, it will onlyget worse.If the problem cannot only be resolved by you ask your line manager to help out and act as the mediator. Working in an atmosphere of tension is horrible and very hard almost impossible to work in, it is important to take action as soon as you can because the problem wont go away on its own. It is inappropriate and you shouldnt get in to an argument with the child or young person you work with. If a child is persistent and wants to argue with you, you should both take yourself away from the situation for a time out. If the problem continues seek advice from y our colleges who may have worked with child previously or who have been in similar situations.4.Know about current statute law, policies and procedures for confidentiality and sharing tuition, including info protection 4.1 court-ordered requirements and procedures If you work with children and young people you should have some understanding of the current legislation as it will affect your work in the context of the area you are working in. Young adults for instance have different legislation, when it comes to them being able to make choices , Gilick competent young adults are empower to make choices for themselves that may be in opposition to their careers / parents etc. For younger children such as where I work, there is a broad range of legislation to protect children The Childrens Act 2004 focused on an integrated approach to childrens services so that a streamlined service for children would protect them and conquer for their use of social and medical services to be stand ardised and able to cover children even when they move from one geographical area to another.Communication between agencies such as schools, police, social care and the NHS was supposed to be improved by the Childrens Act. The common assessment framework (CAF) was devised to help with this process. As a teaching assistant I may be asked to contribute to instruction when assessing a childs, needs this could be used for the childs CAF chart. As a teaching assistant I am in a position of responsibility and just as I have a right to confidentiality so do the children in my care.The info protection Act 1998 was designed to protect the individual from the vulnerabilities of having personal information shared inappropriately to unconnected agencies or business or for criminals to be able to exploitsomeone by having access to private information. Only relevant information should be asked for and stored in a secure manner from the parents and cares of the children. As a teaching assistant I have to respect their privacy and the sensitive nature of the information that I may come into contact with. When childrens throw of education is being discussed at school meetings, only relent confidential information should be discussed. There is an obligation on schools, nurseries and school clubs to only keep the information for as long as is necessary.4.2Reassuring children, young people and adults about confidentiality Children need to know that their confidence is important to me as a teaching assistant, however I also have an obligation to report information to relevant people such as the police, social services the head teacher or other relevant person, for instance should a child reveal that they are victims of abuse. It may be that as a teaching assistant I am asked to advise children on how to keep themselves safe when on the internet, by teaching then to keep their personal information confidential.Sometimes information has to be shared, should a child in my care bec ome ill it may be relevant to share the information of an allergy to a doctor. Most information that is confidential would require the consent of the childs parent before being shared but emergency care and where there is a legal obligation to disclose information would override this. Parents and carers also need to know that the teaching assistant is an honest responsible person who is able to take the information that is confidential and only share it when necessary.4.3Breaching confidentialityIn certain circumstances it is necessary to breach confidentiality and tell others, such as, cases of a child or young person who is suspected of being abused or at risk of harm. It must be remembered that you cannot tell a child/young person you can keep their confidence a secret if they say something of concern, this is to keep you and them safe.