K2C6 – The Key features of effective communication and why it is important to model this when interacting with adults and children.

Communication Cycle:

1. Sender, will send the messages.
2. Medium, how you send the message.
3. Receiver, process and understanding message.
4. Feedback, reply.

Two way cycle.

Good communication is central to working with children and parents/carers. It involves listening, questioning, understanding and responding to what is being communicated by children, young people and those who are caring for them.

It is important to be able to communicate on a one to one basis and in a group context. Communication is a two way process and is not just about the words you use, but also your manner of speaking, body language and the effectiveness of how you listen. To communicate effectively you must take into account the culture and context of the person, for example where English is an addition language.

Also being aware of different ways of communication for example electronic channels, and that some children, young people or parents/carers may not understand what is being communicated.

Verbal Communication:

• Speaking.
• Using your tone of voice.
• Expressions i.e. pauses, stresses on words.
• Whispering.
• Greeting.
• Group communication.
• Formal or informal meetings.
• Telephone conversations.
• Written communication (letters, e-mail, notes, information)
• Reading.

Non verbal communication:

• Eye contact and movement.
• Facial expressions i.e. frowning, smiling.
• Hand gestures and movements.
• Body language and posture.
• Head movements i.e. nodding.
• Sign language.
• Touching or closeness i.e. invading someone’s personal space.
• Appearance i.e. untidiness.
• Sounds i.e. laughing.

K2C9 – Communication difficulties that may exist and how these can be overcome.

Barriers to effective communication:

• Hearing difficulties or deaf.
• Poor vision or blind.
• Ill health.
• Special educational needs.
• Physical disability.
• Poor language skills or English as an additional language.
• Environment factors.
• Background noise or high levels of noise.
• Poor vision within the setting.
• Environment too hot or too cold i.e. uncomfortable temperature.
• Disruptive child.
• Time of day i.e. tiredness.
• Stress levels i.e. not organised, staff shortages.
• Lack of privacy.
• Interferes from others.

Personal Aspects:

• Negative body language.
• Talking over you.
• Poor listener.
• Unwell.
• Facial expressions.
• How you look i.e. untidy.
• Recognition.
• Signals, tone of voice i.e. aggression, rudeness.
• Speech level of understanding.
• Interrupting.
• Patronising, talking down to you.
• Hand gestures and movements.

K2C2 – Why it is important to give all children the opportunity to be heard and how you do this in a group.

K2C4 – Why it is important to give children sufficient time to express themselves in their own words.

What activities could you provide for a group of children to enable them to speak out loud?

• Group time show and tell.
• Group lead activities.
• Group reading story time. Encourage younger children to spots letters they recognise or to perform jolly phonics actions (such as first letter of their name) or to retell the story.
• Individual reading, speaking about what or who they enjoyed in the book, predicting ending of the story.
• Home corner, encourage children to role play, share and socialise with peers.
• Singing and rhyming, recognition of song or rhyme repeated patterns and actions.
• Outside play.
• Use puppets to retell story or in a game.
• Cooking, ask them to name the ingredients, talk about the processes and ask them to predict the outcome.
• Craft, encourage children to talk about their drawing or model, how they made it, what is going on in the picture, what different materials did they use.

Why is it important to give children sufficient time to express themselves in their own words?

• Showing our understanding and respect.
• Giving children confidence and self esteem.
• Encouraging independence.
• Children can express their feelings and views.
• Encourages socialising skills.
• Gives children choice.
• Showing we understand their needs.

K2D5 – Why it is important to help children make choices and how you can assist them to do this.

K2C6 – The key features of effective communication and why it is important to model this when interacting with adults and children.

K2C7 – The main differences between communicating with adults and communicating with children.

Survey:-

Why do you think Lisa felt it was important for the younger children to be included in the survey?

• Part of the school.
• Have their say.
• Responsibility.
• Independence and confidence.
• Sense of belonging and pride in their school.
• Views are being listened to.
• Look after the new area or equipment (respect it).
• Choice of menu they will eat the food provided.
• Dietary needs and healthy options.

What would have been the main difference in those questions for the adults, those for the older children and those for the younger ones?

Adult:

• The wording in the survey.
• Voting box and or tick list.
• Feedback slip and or area for relevant comments.
• Covering letter to adults of the importance of the survey and date of when you required answers back.
• Meeting to discuss the survey in detail.

Older:

• Competition to design a new menu or new outside area (use as a teaching tool).
• Voting box and or tick list.
• Ensure wording within age range capabilities.
• Discuss in group time for input and ideas.

Younger:

• Make the survey fun.
• Use tools or make it into a game.
• Ensure the children understand what was being asked of them.
• Broken down questions to age range capabilities.
• Discuss ideas in group time, take a vote.

How do you find out the views and opinions of the children in your setting?

• I would ask what they liked or disliked about their school.
• I would observe the children to see what activity was used the most and for how long.
• I would use tools such as smiley faces for voting or camera for taking pictures of what they liked best or disliked within the school.
• Group discussions to express ideas and views.

K2C9 – Communication difficulties that may exist and how these can be overcome.

K2C14 – How children’s ability to communicate can affect their behaviour.

The ways in which children’s communication can affect their behaviour.

• Poor language skills (may be age related).
• Toilet training.
• No body listens.
• Frustration not being understood.
• Speech problems.
• Poor hearing or severe hearing loss.
• Poor reading and literacy skills.
• Expectations to high or to easy not geared to children’s development needs.
• Exclusion of activities.
• Displays signs of withdrawal due to family issues, new sibling or bullying.
• Different culture, English as an additional language.
• Special educational needs or disability.

K2C13 – The importance of communicating positively with children and families.

How do we keep the line of communication open with children’s families in a positive way?

• News letters.
• Parent evenings.
• Curriculum evenings and welcome pack.
• Verbally.
• Surveys.
• Website of school.
• Governors meetings.
• Passing over information at the beginning and end to day.
• Home link book or record book.
• Home / school agreement.
• Open days.
• Parent teacher association news letters, meetings and events.
• Parent helpers.
• Staff meetings.
• Notice board.
• Displays of children’s work.
• Special occasions such as fetes, assemblies etc.
• Additional parent / teacher meetings if required.

K2M11 – Why it is important to reassure adults of the confidentially of shared information and the limits of this.

K2M12 – Organisational policy regarding information exchange.

All parents have the right to see all the information on their child or children but the school may have to break that confidentiality when safeguarding the child or children who may be vulnerable to forms of abuse.

The school holds yearly induction meetings and curriculum evenings, but understand that they always get a good ‘turn out’ but do not achieve 100% attendance. So it is very important to them to take this into account, by producing regular news letters informing parents of events to come and reflecting on those which have happened.

Again the school understands that not all parents like to receive information in this way and that sometimes letters are not read, therefore they give parents good notice, give information in two or more ways. Information is repeated and highlighted and is always clear and legible.

Communication over the phone if the child becomes ill, injured, or suspected case of bullying or usually distressed is dealt with in a professional, reassuring but straight to the facts manner.

Face to face communication is always offered either after the school day finishes or with a pre-arranged appointment. The school understands that when dealing with parents they need to be efficient, friendly, and have all the facts.

The school understands that they constantly have to work at the parent / school relationship, by appearing friendly, consistent, professional, good at listening and understanding the children’s and parent’s needs.

Dealing with disagreements with parents or carers?

Disagreements or conflict with a colleague (Can cross reference Unit 202, Knowledge No: K2S17)

K2C8 – How to demonstrate that you value adults’ views and opinions and why it is important to the development of positive relationships.

How do you demonstrate that you value the views and opinions of the adults with whom you work with?

• Use positive body language.
• Respect views, listen carefully and respond in a manner which demonstrates that you have understood them.
• Always give your full attention and reflect on what they are doing or saying, including what you are doing or saying.
• Clarify any misunderstandings have discussions.
• Do not put others down and avoid being personal.
• Ask for advice and for others opinions.
• Always exchange information and ideas openly.
• Demonstrate courtesy and respect when communicating.
• Always be constructive do not criticize.

(Can cross reference with Unit 201, knowledge number K2C6).

K2D3 – An outline of how children’s communication skills develop within the age range 0-16 years.

Communication Development 0 – 16 years

What do we mean by the – Pre-linguistic Stage?

0 – 3 months

• Reacts positively and prefers main Carers voice.
• Makes cooing sounds and gurgles when happy or in response to speech.
• Cries when upset, wet, tired and hungry.

3 – 6 months

• Responds with obvious pleasure such as chuckles, laughs and squeals.
• Vocalizes delightedly and tunefully to self or when spoken to or pleased using babbling sounds or “da da, goo, der, adah” sounds.
• Cries when uncomfortable or annoyed, but can be comforted.

6 – 12 months

• Vocalizations contain most vowels and many consonants such as “dad dada”.
• Shows that they understand several words in usual context such as own name, family names and familiar objects.
• Comprehends simple instructions associated with gesticulation such as waving ‘bye bye’, ‘clap hands’ or ‘pointing’.

Linguistic Stage

12 – 18 months

• Communicates with between 2 to 10 recognisable words to the main Carer.
• Imitates speech heard and uses short phrases such as ‘mummy gone’.
• Attempts to sing and jabbers loudly, freely using wide range of different pitch.

18 months – 2 years

• Puts two or more words together to form simple sentences.
• Uses between 50 to 200 recognisable words.
• Constantly repeats words and learns at least 10 new words.

2 – 3 years

• Starts to ask many questions beginning with ‘what’, ‘where’ and ‘who’.
• Carries out simple conversations and has a larger intelligible vocabulary.
• Begins to recognise plurals correctly such as ‘dog(s)’, ‘cat(s)’ etc.

3 – 4 years

• Knows and understands several nursery rhymes and songs.
• Asks many questions such as ‘why’, ‘when’, ‘how’ and ‘who’.
• Speech grammatically correct and intelligible to strangers.

4 – 8 years

• By 5 years old their vocabulary is about 5000 words and their speech is fluent.
• Enjoys telling and repeating jokes.
• Begins to define their language and use more complex sentences.

8 – 16 years

• Fluent language, reading and writing skills.
• Language is fully developed and they are able to converse in larger groups.
• Able to use complex sentence structure.