Communication Unit Essay

To ca-ca kins by smiling, waving or simply saying hello when make a relationship with a new s defyr, new member of stave or new p atomic number 18nts settling into our setting. Maintaining relationships by simply saying hello or bang-upbye to deal and s generaterren in our setting is maintaining a relationship which involves a lot of our verbalise dialogue and conference use. To gain and sh argon culture which economic aids us in the way we work. Information we gain and sh ar non only comes from the kidren however from the p atomic number 18nts, families, colleagues and separate professionals. To gain reassurance and ac knowledgement by grownup small fryren praise, physical reassurance, making eye amour or showing enliven in what activity they ar doing as tumefy as providing colleagues with reassurance and point of reference in sharing new ideas and reading. To express admits and feelings this entangles colleagues, parents and fryren as we pick u p to be able to express our involve and feelings in order for of necessity to be met and for the effectual running of the setting. To share ideas and thoughts this includes colleagues, parents and electric shaverren much(prenominal) as original ideas and thoughts. (A. C 2) It is classic to establish groovy relationships with children, parent, colleagues and some other professionals to insure the in force(p) running of our setting which allows for us to plan and meet their individual brooks.Those with good communication skills such as body language, facial expressions and ways in which others listen and talk to you, forget concur strong relationships with parents, colleagues, children and other professionals. thinly ways that communication affects relationships are Sharing and gaining discipline as we need to be able to share and gain tuition to answer the utile running of the setting which whitethorn include information on how the child is feeling, what inter ests them, any(prenominal) information to do with their health and welfare such as any allergies, or conditions i. . asthma, larn needs i. e. referrals to speech and language therapist. subsidence in as children would feel uncomfortable settling in until they are comfortable with us which means that finding ways to tell with the child is important to start building a relationship with them which go away help settle them. It is non only the child who whitethorn find it weighed wad liquid their parents to a fault so it is important to find ways to communicate with the parents to build a relationship where they kick in total confidence and authority in us to care for their child. Supporting childrens play and learning this depends on the quality of the relationship between big(a) and child as children play and learn more effectively when they are relaxed and comfortable with those more or less them. They go verboten also benefit from playing and learning activities wit h big(p)s through good communication which gage allow adults to help them learn new vocabulary, generate different concepts and express ideas. As children get older they get out blend in away between different setting s such as from solar day nursery to nursery school which means they will be round different carers during a day.This can buoy be make easier if all adults bear on share a good relationship which allows them to communicate easily. Effective teams as we often work with other professionals it is important for us to work well together and build strong professional relationships as the quality of relationships with other professionals can be enhanced or threatened depending on how we blab to them, react to their ideas or suggestions and the tone in which we speak to them. It is important to bring a good relationship as if the relationship has broken down and then the quality of service for children and their families is likely to be less effective. upshot 2 Be able to meet the communication and language needs, wishes and preferences of individuals (A. C 1) This will be seen in observation. (A. C 2) There are a number of factors that early years workers need to consider in promoting effective communication with others as it is essential to consider different communication methods which are the right communication style, although most of our communication is based on side of meat to face interactions there are certain factors we need to consider when victimisation this communication style such asEnvironment which is important to phone about the location as in a busy and loud-mouthed environment it is hard to communicate and have a conversation such as for parents and spring chicken community we whitethorn choose a peace of mind place whereas with toddlers and young children we need to provide a welcoming and complaisant place. Proximity, orientation and posture which helps us to be sensitive towards other commonwealths needs suc h as children who we whitethorn have a strong prescribed relationship with may feel better having us close to them but with children who we do non know this might scare or refer them away which also requires us o be observe when communicating. in like manner how to position your body when communicating as to not be so direct when standing right in front of a child or adult as this makes it uneasy to wear eye contact which could make the encounter uncomfortable where standing at a slight angle allows it to be less direct and at ease to break off eye contact, although it is not only how you position your body but on posture also whether standing or sitting as you do not want to seem bored by peradventure organism slouched down. It is important to think about what signals we give out.Listening skills which is also known as active sense of nabing which requires not only sense of hearing but observing body language, gestures, facial expressions and other signals that are being sent out by the child or adult. By big(p) your full attention to the other mortal is not just listening to what they are saying but on how they say it which is important when advance young childrens speech and dealing with parents. Time it is important to not rush communication as children and adults need time to think of how to move and what they would like to communicate in conversation. A. C 3) This will be seen in observation. (A. C 4) This will be seen in observation. Outcome 3 Be able to overcome barriers to communication (A. C 1) Communication is based on sharing and is important to remember when promoting effective communication is that not e reallyone shares the corresponding views and experiences such as childhoods, culture, family stickerground or linguistic knowledge. Therefore we can not be sure that our own personal styles of communication will be effective. A number of factors that can affect peoples communication areCulture and family background affects the way in which people communicate as in virtually cultures eye contact is interpret differently and is not essential in the way they communicate as well as family background as each family is different and share their own ways of communicating together such as children who hear bad language at home and repeat it not realising or a child who hears more than one language at home. around children may come from a loud and confident family whereas another(prenominal) may come from a shy and timid family which affects the way they communicate in childhood and in adulthood.Personality can affect the way in which children and adults communicate as early on we can see children who are more daring and outgoing yet they may not have developed language. Identifying and observing a persons personality is important to communication as a child or adult may seem not interested or bored where it is actually they do not like to speak in groups or to people they do not know. Literacy which involves read ing and writing as some may have developed these to a higher level whereas others may find them ambitious for different reasons such as learning difficulties or language barriers.ICT knowledge which involves sending and receiving emails, having internet phone conversations or accessing and uploading photos or video clips. Although some people may share them same difficulties they may have with literacy and may or may not prefer this type. Confidence and self-esteem are the main factors in the kinds and styles in which people communicate which could lead on from previous experiences they have encountered such as a child was made fun of because they said or spelt a word ruin so in later life they avoid spelling and writing, where a child who listens may become a confident adult who will share their opinions and views. A. C 2) Some potential barriers to effective communication are Information the transmitter may want to send but have language difficulties and is unable to express th emselves in spoken or pen forms. They may also not understand others needs. ( Encoding as the sender may send out an inappropriate method of communication such as a written formal letter rather than a verbal conversation. The sender could also may have difficulty in choosing appropriate words or use an inappropriate tone of voice.The sender may write illegibly or have language difficulties and are unable to express themselves. ( Transfer such as emails may not be get togetherd, post may go missing, background noise may interfere, verbal or written communicates sent through children may not come across fully, voice mail may not be listened to by receiving system or verbal messages sent by an adult may not come across fully. ( Reception as people suffer from hearing difficulties they may not realise that the communication was meant for them or a person with a ocular impairment may not be able to see facial expressions.Gestures or written messages clearly. ( decoding the recipien t may not understand or hear the message correctly because of language difficulties, may not have the time or experience to fully understand the intended message, their past experiences fascinate how they receive and interpret messages, the relationship between sender and recipient may influence communication whether the sender is someone the recipient does not know or the recipient may be distracted and not listen fully to the message. (Feedback may not be seen which means the sender may not realise that there are difficulties in their method of communication, they may not show any facial expressions or may interpret the recipient reaction wrong. ( Response may not be sent back and the message has not been received or fully understood or the sender may respond negatively as method of communication is misunderstood or unclear. (A. C 3) This will be seen in observation. (A. C 4) This will be seen in observation. (A. C 5) There will be a time when extra support may be needful to sha re effective communication with a child or adult and to meet their needs which includeSpeech and Language Services which we may need the support of such as speech and language therapists who help us find was of communicating with children and young people. They would also provide us with support, guidance and suggestions of resources we can use to help aid us in communicating with children and young people such as the picture turn communication system (PECS) or provide training in visual systems like makaton. Speech and language therapists work closely with infants, children and adults who have unlike levels of speech, language and communication problems.They would also work with people who have swallowing difficulties. They would value the leaf nodes needs before developing individual treatment programmes which would enable the client to improve as much as possible involving families, carers and teachers. Speech and language therapists usually work as part of a multidisciplinary team with other health professionals such as doctors, occupational therapists, psychologists and physiotherapists and may also negociate with professionals in education and social services.Speech and language therapists job responsibilities include identifying childrens development Identifying their speech and communication difficulties/disorders Assess and treat swallowing and communication difficulties caused by congenital problems like cleft palate or acquired disorders from a stroke or injury Devise, implement and revise treatment programmes oversee and evaluating clients progress Advocacy Services as part of the united nations radiation pattern on the rights of the child we are obliged to share information with children and young people on matters that are important to them.The child would then be assigned an advocate whos job role is to commit frontwards the childs best interests and to relay to others the feelings and needs of the child or young person. Advocates a re particularly essential for children and young people who are in local authority care or for children and young people with communication difficulties. One type of childrens advocate represents or gives voice to an individual or group whose concerns and interests are not being heard.A child advocate will try to prevent children from being harmed and may try to obtain justice for those who have already been injured in some way. A child advocate may also set about to ensure that children have access to positive influences or services which will benefit their lives such as education, child care and proper parenting. some other form of child advocacy happens at the policy level and aims at changing the policies of governments or even trans national policies.These advocates do lobbying, policy research, lodge lawsuits and engage in other types of policy change techniques. Outcome 4 Be able to apply principles and practices relating to privateity (A. C 1) Confidentiality is data pro tection and is about respecting peoples right to privacy and property information honest which they have provided and not share with other people or pass on personal information about the families and children you are working with, keep out when it is in a childs best interest to do so e. g. here are concerns about a childs welfare as they are showing signs of abuse so I would approach my boss or manager about it but not reason it with anyone else unless it concerns them or if a parent has asked for the contact details of another childs family where I could not give that information as I do not have consent to give it out nor do I have access to such information. Otherwise as a main rule it is essential to consider all gained information as confidential. Most settings have a confidentiality policy to help ensure that this applied which all employees MUST read and apply to their work.Congeniality is very important when working with children and young people that there is a canon that covers all the stored information. That legislation is Data shelter Act 1998. The Data Protection Act 1998 covers both electronic records and paper based records. It strictly regulates the keeping of records, passing of information and the storing of data. The act was created to protect peoples confidential and personal information from being shared without consent.Any work settings that soak up and store information about children, young people and their families mustiness recital with the Data Protection Commission and anyone who has access to any of the information must stick with the acts principles. All information stored must also be up to date and access secured. (A. C 2) This will be seen in observation. (A. C 3) When working in early years settings parent and children have a right to confidentiality although there may be some times when the need to maintain confidentiality will be breached if disclosing concerns such as if there are concerns about a childs welfar e e. g. abuse.Where abuse of a child or young person is suspected all settings should have a designated person/s to deal with child protection issues. If you have concerns that a child is being abused it is our job to disclose this information to the designated person of the setting unless you think by disclosing the information will put the child/young person in further danger which can be very hard to work out so having colleagues to discuss this will help you come to a quick and more high-fidelity conclusion. This can become very difficult if you feel that there is a child or young person abuse issue and the designated person thinks that there isnt.I think if you have a doubt then it is better to be safe than sorry and maybe monitor the child gathering more information but if the child is in fundamental danger then report it to the safeguarding board immediately. Parents will have had a copy of the child protection policy which states that information regarding every child will be disclosed if it is deemed that any child is in meaningful harm or danger which gives us the right to report any kind of abuse to the safeguarding board without the parents, carers or guardians permission.However it is important to follow the right steps whilst reporting a case of abuse or a suspected case, we need to gather the correct information such as if a child or young person discloses information to you do not promise to keep a orphic because we will have to disclose the information given and this will make the child think that they cannot trust that person anymore as they trusted you in the first place to disclose the information.Also a main tout of sexual abuse is that the abuser asks the child to keep this a secret between them. Breaching confidentiality is very serious and most settings have a outgrowth in which you should follow in the case that breaching confidentiality arises. Information should be passed pronto and directly to the person in charge of dealing with such concerns although confidentiality is still upheld so that other staff, parents, etc do not know anything about the concerns UNLESS they do need to know.