Communication Shc Essay

P atomic number 18nts and opposite handsomes who come into the school ar much likely to empower beneficial live on if conference is strong and useful this, in turn, benefit pupils. Communication takes many diverse forms, from talking to garner and memos for a pincer cargon leaders is very big to develop effectual chat skills so they female genitals communicate efficaciously. WHY PEOPLE pass around? There argon many reasons why deal communicate such(prenominal) as * To give and receive information * To give and receive operating instructions Discuss a situation * Make a point or outline a concern * Express a need * conduct * Develop encyclopaedism 1. 2 EXPLAIN HOW EFFECTIVE discourse AFFECTS each ASPECTS OF YOUR WORK Effective chat is the key area for develop family descents with separates and alike covers many different forms of communication. It is a two-way process. The soul communicating has to aerate the respect adequate to(p) mess board, prov ided as well as inescapably to make received that it is world correctly received and unders tood by the other person or people.Communication involves talking or verbal communication, and non-talking or non-verbal communication. To communicate effectively you pull up stakes need to * Be very clear to the highest degree what you are trying to say * Ensure that the person you are talking to understands what you are saying to them * Showing respect and considering the other tikes or adults point of view * Have a sonority with the kidskin or adult you are communicating with * Taking age to listen to others * Being clear on key points Maintaining a sensory faculty of humour (laughter basin be a broad(a) icebreaker and is likewise a great way of relaxing and relieving stress) * Find opportunities to speak ( approximately chelaren compliments confidence and need to be given a chance to loosen up first so that they feel able to do so) * Give optic contact and actively liste n (if you mind away or are busy doing something else, this gives the recipient the message that you are non really implicated in what they are saying) * Use system row and facial expressions, and be get alongable(for example, with very new-fangled children, get down to their level) * React and comment on what they are saying (you may need to repeat back to pupils to nab on your understanding * Be interested, responding and questioning to maintain conversation so that they net build up an understanding about how it works * The age of the child or young person ( children of different ages will withdraw varying levels of fear) The benefits of good communication are * Your relationship with the children * Your relationship with colleagues * Your relationship with parents 1. 3 EXPLAIN WHY IT IS IMPORTANT TO OBSERVE AN INDIVIDUAL REACTIONS WHEN YOU are COMMUNICATING WITH THEM?When communicating with children or adults it is great to take account case-by-cases feelings and what they urgency to say. You piece of tail do this by carefully observing a kind of reactions such as * Facial expressions and eye contact * Body row posture and actions or gestures which foster to convey meaning * T mavin of enunciate this bottom alter the meaning of what has been said * Pauses * Turn taking * hit account of culture and context, such as where English is an additional dustup * Build a rapport by covering understanding, respect and green goddessdor It is thought that more than 70% of messages are conveyed through non-verbal ways. NON-VERBAL REACTIONS Facial expressions They skunk be a way to father out how someone feels. more or less facial expressions ease up the same meaning all over the world, but some cultures inhibit the expression of certain emotions, such as petulance or disgust. EYE CONTACT states eyes mess express a wide range of emotions. People may find intense eye contact because they are trying to understand you. However, some cultur es or people may avoid eye contact when they do not understand or agree with you, want to avoid showing their feelings or fear negative feedback. Eye contact has five important functions in communications 1. It regulates the flow of conversation 2. It controls intimacy in a relationship 3. It gives feedback 4. It express emotion 5. It informs both speaker and listener luggage com startlement LANGUAGE Your body voice communication plunder often manoeuvre your attitudes and emotions. If the person you are communicating with has arms crossed over their chest, this may indicate anger or tension (closed survey = communication barrier) * If they lean antecedent with separated arms and legs, this communicates warmth and friendliness (open communication) * Indifference to your communication may be expressed through shoulders shugs, raised arms, and outstretched hands * prehend fists and hunching may convey anger * Slouched shoulders may convey a neglect of confidence * A posture wit h the shoulders back in a relaxed position makes it more likely that others will view you as self-confident GESTURES It is important to learn to observe and understand as much as you can about gestures of the adults and children you are communicating with. * People often use gestures such as head and hand movements to reveal or conceal feelings.They can use them to add emphasis, to illustrate points, and to manage turn-taking * A nod may encourage others to continue talking. Some of these gestures may be used as part of a pledgeed language such as Makaton or as an aid to verbal communication in a wheezy environment, such a the floor of a busy factory. TOUCH It is one of our most basic forms of communication and it is associated with comfort. It is also a non-verbal communication. The amount of ordinary touch which we will allow people to boast with us is also culturally determined. VOICE TONE Paralanguage is the way in which language is spoken. By altering our tone of voice or changing its pitch, we can convey different emotions. An example of paralanguage is whispered address.Paralanguage features accommodate the tone of voice (such as flat or bright), the tempo (fast or slow), and the way in which we emphasise certain words. 2. 2 DEMONSTRATE COMMUNICATION METHODS Effective communication happens when the right method is used to send a message so it can be received and understood. Early age practitioners need to live on about a range of communication methods. They should also be ingenious at identifying the communication and language needs, wishes and preferences of children and adults in the setting. Children and young peoples care settings are used by people from a diverse range of downplays who will want to communicate in different ways. Finding out about each individuals language needs, wishes and preferences is an important part of your role.You can do this by * postulation parents whether their children have particular language or communicat ion needs * study reports and notes that provide information on a childs * speech and language development, learning difficulties, disabilities (such as perceive or visual impairment) or physical conditions that affect communication abilities (for example, cleft palate) * being aware that an adult or childs culture, ethnicity and nationality may affect their language preferences and needs * observing the children and adults who use your setting to see how they use their communication and language skills * asking your supervisor or mentor, older staff and especial(a)ist professionals (such as speech and language therapists and SENCOs) for information, advice and promote when communicating with children or adults who have special communication needs.You may need to communicate with adults (parents, work colleagues, visitors or other professionals) who have special communication needs as a consequence of a hearing or visual impairment, or because English is not their first languag e. Meeting an individuals needs, wishes and preferences Talking is not the solely way of communication with adults and children in a setting. There are different ways of communication that may be used during the day, such as * telephone * email * video conferencing * letters * memos * sing language * interpreting 2. 3 HOW AND WHEN TO SEEK ADVICE ABOUT COMMUNICATION There may be situations in which you feel unsure about how you should communicate with a child or adult. Perhaps you will be aware that you are fight to communicate effectively with somebody.In situations like these, you should attempt advice and obtain support. You can do this by * talking to your supervisor, mentor or line passenger car about the difficulty ask for their advice about how to deal withthe problem * talking to communication or language support specialisers (teachers, psychologists or speech and language therapists) who work at or spend era in your work setting. When to look for support * When you are anxious about approaching an individual * When you are not sure how to deal with a situation * When child uses another language * When you want to improve your relationship with an individual * When communication is not effective * When you feel communication is not effective If you want to learn how to communicate in a way such as signing or an individuals home language * If you find out an adult or child has communication needs Where to look for support * Always talk first to the line manager, who may be able to advise you or work with you to seek support * thence she/he will advise you where to find support, and will probably be the person to find appropriate support if it is external * If you work in a childrens centre you are likely to have support function to help both children and adults develop their communication skills BE adequate TO REDUCE BARRIERS TO COMMUNICATION Knowing about different barriers to effective communication will enable you to avoid potential difficultie s and adapt your communication approach when this is necessary.Barriers to communicate are things that interfere with a persons faculty to send, receive or understand a message. These may be physical, organisational, personal, to do with language and culture or to do with the presentation of information. Attitudinal example talking to and culture WAYS TO REDUCE BARRIERS TO EFFECTIVE COMMUNICATION Barriers to communication can often be overcome, or at least reduced by making changes to the environment, adapting your approach or by using support work such as SENCO (Special Educational Needs Coordinator). Adapting the environment Environmental changes top executive include * replacing poor lighting with brighter lighting * reducing soil noise or creating some quiet areas putting up multilingual posters and displaying signs cl aboriginal * fitting electronic devices such as induction loop topology systems for hearing-impaired people. Adapting your approach to communication In orde r to improve communication, early years practitioners can adapt their approach by * making sure they can be seen clearly, facing both the light and the person they are talking to * making sure their mouth is visible when speaking * minimising background noise * using eyes, facial expressions and gestures to communicate as necessary and appropriate. measure Speaking clearly and slowly, and repeating or rephrasing what you say can make communication more effective for some children and adults.The speed or pace of communication may need to be slower if a person has a hearing or visual impairment, a learning dis king or is anxious and confused. It is also important to allow time for the person to digest your communication and to respond. This can mean making silences promiscuous while the person works out how to reply. Using support services and specialist devices Early years practitioners should understand the language needs and communication preferences of the children and adults wi th whom they work. If a child or adult has difficulty communicating in English or has sensory impairments or disabilities that affect their communication skills, specialist communication support may be needed.Learning a a few(prenominal) words of another persons language or developing some basic sign language skills can really help an early years practitioner to establish a positive, supportive relationship with a child and their parents. HOW TO ENSURE THAT COMMUNICATION HAS BEEN UNDERSTOOD There are various ways that you can find out if your communication has been successful. If you can do this, it can help to solve any issues that arise and tip barriers from developing. Active listening Active listening involves paying close attention to what the other person is saying, while also noticing their non-verbal communication. People who are good at active listening also tend to be skilled at using minimal prompts. These are things like nods of the head, Mm sounds and advance words l ike Yes, I see or Go on.Skilful use of minimal prompts encourages the person you are communicating with to note speaking or to say a little more. Clarifying or repeating You can ensure that your communication has been understood by explicate (repeating back, summarising or rephrasing) aspects of what the person has said during the conversation. You could say something like, Can I in effect(p) moderate that you meant ? or, Do you mean ? You should try not to clarify too often in a conversation as this will hinder the speakers flow it might also make them infer you are parroting, which may appear insincere. 3. 4 SOURCES OF INFORMATION AND SUPPORT OR SERVICES FOR MORE EFFECTIVE COMMUNICATIONRoyal National found for the Deaf (RNID) They give support to people with hearing and sight exhalation with agencies in different areas. Association of Sign Language Interpreters Qualified in sign language professionals help people who are hard of hearing to communicate. Royal National Ins titute for the Blind Agencies in different areas give visually impaired people support in communicating. Teaching evolution Agency Have courses to support teaching assistants working with children in schools. commonality Assessment Framework (CAF) Give practitioners a right to seek support in communicating with parents and children who have specific needs. Department of educationThe organisation website or your local authority website gives information about local agencies that will help to communicate with families from a variety of cultures and religions. BIBLIOGRAPHY Children & Young Peoples workforce by Heinemann Pages 2-20 www. collinseducation. com/resources/hsclevel2chapter1. pdf Pages 1-15 PRESENTED BY MONICA BELALCAZAR INTRODUCTION TO COMMUNICATION unit SHC 1. 2 CYPW L2 KNOWLEDGE TASK PART TWO 4. 1 WHAT IS CONFIDENTIALITY Confidentiality is not about keeping secrets it is about cheering an individuals right to privacy. You may obtain private, personal information fr om children or parents as part of your work role.As an early years practitioner you have a duty to * keep personal information about children and families private * just now share information about children and families with those who have a right to know or when a parent has given permission. Your workplace will have a confidentiality policy that sets out the rules and procedures on sharing confidential information. You should consume this and make sure that you follow it in your practice. You may be asked to sign a confidentiality agreement as part of your employment contract. Again, you should have a clear understanding of what this means in practice. Cross reference with TDA 2. 2 assessment criteria 3. 5 4. 3 SITUATIONS WHERE CONFIDENTIAL INFORMATION MIGHT film TO BE PASSED ON There may be times when you have to reveal what you have been told, or have seen, to a more senior person at work or to an external organisation.A parent, child or colleagues request that you maintain c onfidentiality can be overridden if * what they say suggests that a child may be at gamble of harm * they reveal information that can be used to protect another person from harm * a court or a statutory organisation, such as OFSTED, asks for specific information about a child. * If a child needs additional support from other professionals * If a child is suspected to be in a situation that risks their safe * If an adult has disclosed information that may raise concerns over their ability to carry out daily duties in your setting * If an outside body such as Ofsted requests to see an adults or childs records When should you seek advice about confidentiality It is outstrip to treat everything you learn about children and their families in your workplace as confidential information it is advisable to check with your supervisor before you pass on confidential information.Similarly, it is always best to certify your supervisor if you receive any information that concerns you. If some one wants to tell you something in confidence, you should say that you may not be able to keep the information to yourself because part of your job involves safeguarding childrens welfare. It is then up to the person to decide whether to tell you or not. Always do this in an area where nobody else can overhear what you are saying. It is better to seek advice verbally rather than using communication such as email, which other adults could access. BIBLIOGRAPHY Children & Young Peoples workforce by Heinemann Pages 2-20 www. collinseducation. com/resources/hsclevel2chapter1. pdf Pages 28-29