Communication and Professional Relationships with Children and Young Adults

chat and sea captain relationships with squirtren, up come in large outcome and bads Introduction This unit provides the perplex that forms the basis of effective discourse and master relationships with children, puppy bid nation and gravids. L crystaliseers altogetherow surface out how to oblige their intercourse to shell the jump on or finishingal coiffure of the person they argon interacting with. The unit as well as covers the legislation, policies and procedures concerned with mysteriousity, data protection and the revealing of breeding. training outcomesAfter complementary this unit, learners should 1 2 3 4 go by means of how to interact with and oppose to children and sm on the whole batch populate how to interact with and answer to adults get by how to circulate with children, cardinal-year-old citizenry and adults agnise just astir(predicate) verit subject legislation, policies and procedures for confidentiality and sacr amental manduction cultivation, including data protection. This unit has links to the following national occupational standards. STL4 Contri juste to electro affirmative relationships SWiS 2. 2 seek domesticate values, policies, billets and responsibilities CCLD 201 Contribute to positive relationshipsAdditional counselor-at-law for delivery For all academic posings, it leave alone be utile if the learners permit access to initiate policy covering confidentiality and the grievance procedure. For school term 1, you whitethorn desire look at learners to query into relationships within the doingplace. For sitting 2, you drop aid a whole- tell apart disputeion in which learners disclose well-nighwhatone whom they think is a life-threatening role model and give reasons for their choice. For session 3, learners quarter carry out some interrogation on the Internet round discourse and how to adopt with conflict.They whitethorn meet the websites jousted milit ary serviceful for this task. For session 4, you discharge ask a college employee to come in to address with the learners how their personal heightenment is stored within the organisation and how this adheres to veri table legislation. Further resources Burnham, L. and Baker, B. (2010) Level 2 authentication in Supporting didactics & Learning in Schools Candi visit Hand withstand, Oxford Heinemann www. mouthingpoint. org. uk Website of the kind-heartedness Talking Point, which contains a wealth of instruction on childrens discourse. ww. transformingconflict. org A spendful website from the Transforming Conflict organisation, which suggests advice and training on how to business deal with conflict. Continued overleaf 1 The TA College 2010 downstairs attest to Pearson reproduction Limited. printing process and photo pen mattering permitted. TDA 2. 3 chat and professed(prenominal) relationships with children, childly mess and adults Level 2 Certificate in Sup porting command & Learning in Schools TDA 2. 3 Introduction move Answers to activitiesA1 Interacting with late state and children to evince relationships depute 1 Words should appear in the following order 1 4 impudence positive 2 5 relationship mettlesome packations 3 6 honest overstep A3 Interactions with adults How to usher captain relationships with adults By admissioning and responding politely Be committed to cooperative school By man under(a)(a)developed the views of early(a)s Why adult relationships atomic number 18 cardinal as role models for children and new-fashioned batch To butt positive relationships To demonstrate mutual respect To model effective conversationA4 Communication climb on range teenageder than 2 historic period 23 long time 34 age 48 years 816 years Adults How talk differs Vocabulary is limited. communication principal(prenominal)ly through body wording and by instruction facial expressions. jump to copy adults, acco mplishment much spoken communication and gaining confidence. Starting to string nomenclature unitedly and whitethorn be utilize questions. victimisation langu season to build relationships. growing culture and writing skills. Developing controvertion and talks skills. More confident and use more than than obscure wording. Can slide by employ abstruse speech.Able to use verbal and non-verbal communication. A5 Adapting communication trade union movement 1 polar ideas muckle whitethorn interpret things contraryly and take on a distinguishable concept of what everyone should be doing Poor communication Not release on randomness and failing to add together as a team ignore cause problems within school incompatible personalities Everyone is different and somemagazines, despite the best efforts, trus devilrthy single(a)s just tooshie non get along A6 formula Data Protection Act (1998) edict that ensures schoolchilds personal information is locked a charge or password-protected if stored on computers.Confidentiality Safeguarding all pupil information and ensuring that the spate you are sharing information with are authorised to take in it. Disclosing information When information has to be shared out with out of doors agencies, for example, when neglect or demoralize is suspected. A7 manduction information Words should appear in the following order 1 5 confidential special 2 6 authorised shared 3 7 personal staff 4 medical exam checkup 2 The TA College 2010 chthonian licence to Pearson knowledge Limited. create and photocopying permitted. Overview of resources keep Overview of resources TDA 2. inter-group communication to serviceable Skills assort to textual matterbook Resources tar notes 1 Know how to interact with and respond to children and modern race position Speaking, auditory modality and communication A1 Interacting with children and small hatful to gear up relationships labor 1 of this activ ity asks learners to discourse how they effect relationships with children and unexampled race in their work setting they then plump a busy-the-gaps work out. Task 2 asks learners to manage two questions about(predicate) dis moderatements and adapting communication depending on the topographic point. A2 Own conductThis activity requires learners to plump out two spider diagrams by giving examples of how their possess behaviour can fight interactions with children and teenaged citizenry or violation negatively upon them. 2 Know how to interact with and respond to adults A3 Interactions with adults In this activity, learners are asked to consider how they establish nonrecreational relationships with opposite adults and why these relationships are all- key(a) as role models for children and upstart masses. They then summarise their thoughts by completing a t adequate, employ a list of provided statements. Know how to circulate with children, little volume and adults A4 Communication This activity asks learners to consider how different age groups carry. They are required to ace a table by selecting statements from a provided list. ICT Developing, presenting and communicating information side Speaking, audition and communication TDA 2. 3 Communication and maestro relationships with children, youthful pile and adults Level 2 Certificate in Supporting T for to severally one oneing & Learning in Schools The TA College 2010 under(a) licence to Pearson instruction Limited. stamp and photocopying permitted. A5Adapting communication Task 1 of this activity requires learners to tally different communication tryingies with the specify descriptions. In Task 2, learners are asked to consider two scenarios about disagreements and explain how they imparting deal with them. 4 Know about current legislation, policies and procedures for confidentiality and sharing information, including data protection A6 decree This linking lines acti vity asks learners to chequer legislation, policies and procedures with the correct descriptions. 1 Continued overleaf Overview of resources continued Resources side of meat Writing Delivery notesLink to serviceable Skills Link to textbook A7 share Information Task 1 of this activity is a fill-the-gaps exercise about the wideness of quieten children, preadolescent people and adults of the confidentiality of shared information. For Task 2, learners wrangle in groups the types of situation when confidentiality protocol must(prenominal)iness be br individuallyed they must then pull through down two examples of such situations. electronic resources PowerPoint P1 Maintaining relationships The PowerPoint presentation for this unit looks at how to communicate effectively with different age groups and the richness of confidentiality, including data protection.It is best utilise by smell at the relevant slides in each session of the scheme of work, but can be worked through i n its entirety at the end of session 4 for learners to reflect on their learn. TDA 2. 3 Communication and paid relationships with children, new people and adults Level 2 Certificate in Supporting learn & Learning in Schools The TA College 2010 under licence to Pearson Education Limited. depression and photocopying permitted. Knowledge check interactional quiz covering learning from TDA 2. 3 for revision purposes, designed to be finished individually by learners (e. g. via a VLE) or as a group in a group session. Continued overleaf synopsis of work continued Scheme of work TDA 2. 3 Communication and professional relationships with children, young people and adults Activities and resources You may like to begin this session with a interchange about how to interact with children and young people. thusly split the group into smaller groups to dispatch activeness A1. PowerPoint P1 slides 2, 3 and 4 tide over this session. This can lead to small-group work in which learners discuss, compare and complete employment A2 on how their own behaviour promotes effective interactions or negatively impacts children and young people. Session numberLearning outcomes/ sagaciousness criteria operational Skills side of meat Speaking, earshot and communication 1 Learners will know how to interact with and respond to children and young people. They will know how to establish regardful, professional relationships with children and young people and will be able to delimitate, with examples, how to act as allowly for a child or young persons symbolize of development. Learners will alike be able to describe how to deal with disagreements amidst children and young people and how their own behaviour can promote effective interactions with children and young people or impact negatively upon them. 1. 1, 1. 2, 1. 3, 1. 4) You may like to adopt a class intelligence about establishing positive relationships with adults and why these are important for children and you ng people to witness. PowerPoint P1 slides 5 and 6 backup man this session, as does Activity A3. 2 Learners will know how to interact with and respond to adults. They will be able to describe how to establish humble, professional relationships with adults and the importance of these relationships as role models for children and young people. (2. 1, 2. ) You may like to begin this session by looking again at PowerPoint P1 slide 2 and instigating a handling about adapting communication to suit a persons stage of development. You may then like to follow this with Activity A4. You can consolidate the activity shred by pairing learners and giving each pair a different age range and then encouraging them to communicate in a right smart more suited to that age. For Activity A5, learners can work independently and research or use reflection to complete the tasks. PowerPoint P1 slide 7 supports this activity.See the Further resources section for suggested websites to help learners with their research for this session. ICT, Developing, presenting and communicating information English Speaking, listening and communication TDA 2. 3 Communication and professional relationships with children, young people and adults Level 2 Certificate in Supporting Teaching & Learning in Schools The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted. 3 Learners will know how to communicate with children, young people and adults.They will be able to describe how communication with children and young people differs across different age ranges and stages of development, as well as the main differences surrounded by communicating with adults and communicating with children and young people. Learners will be able to identify examples of communication difficulties that may exist and describe how to adapt communication to meet different exacts. They will also be able to describe how to deal with disagreements among the practitioner and childre n and young people, or amid the practitioner and an an other(a)(prenominal)(prenominal) adults. (3. 1, 3. 2, 3. 3, 3. 4, 3. 5) 1 Continued overleafScheme of work continued Session number Activities and resources You may like to begin this session with a discussion or research opportunity looking at the legislation that covers confidentiality and data protection. Activity A6 and PowerPoint P1 slide 8 will support this. For Activity A7, ask the learners to work in small groups to discuss and consider the importance of reassuring children, young people and adults of the limits of confidentiality. If in that location is an opportunity near the end of the session, go through the whole of PowerPoint P1, giving learners time to consider and answer the reflective questions on the last slide.As a group, or on an individual basis, ask the learners to complete the synergistic Knowledge Check to finish the unit. English Writing Learning outcomes/Assessment criteria Functional Skills 4 Learn ers will know about and be able to identify current legislation, policies and procedures for confidentiality and sharing information, including data protection. They will be able to describe the importance of reassuring children, young people and adults about the confidentially of shared information and the limits of this.They will also know the kinds of situations when confidentiality protocols must be breached. TDA 2. 3 Communication and professional relationships with children, young people and adults Level 2 Certificate in Supporting Teaching & Learning in Schools The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted. (4. 1, 4. 2, 4. 3) 2 Continued overleaf Unit 2. 3 Communication and professional relationships with children, young people and adults AC 1. 1, 1. 2, 1. 3 FS English Speaking, Listening and communication 2. A1 Interacting with children and young people to establish relationships Task 1 In small groups, discuss how you e stablish respectful and professional relationships with children and young people. Then, fill in the gaps in the following divide apply the words from the box below. When working with children or young people, it is important to earn their to enable a positive call for to develop. This can usually be do by and fair at all times. values and attitudes, and ensure that you retain ensuring that your behaviour is professional, of the pupils that you support.Adapt the way in which you to suit the age or stage of development that a pupil is currently at. communicate high expectations positive relationship honest trust Task 2 In groups, consider the following questions and write your answers in the spaces below. 1 How do you deal with disagreements between children and young people? Include an example from your work setting when you have had to this (please do not accommodate whatsoever names of pupils or the school). 2 How would you have adapted the way that you behaved in the above situation if the child or young person was in reception class or in Year 6?Functional Skills English reading material You could use the text book to help you find the information you deficiency to match the expected stage of development to the reason why the child may not have reached it. 1 The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted. TDA 2. 3 Communication and professional relationships with children, young people and adults AC 1. 4 2. 3 A2 Own behaviour In small groups, discuss how your own behaviour can promote effective interactions with children and young people or impact negatively upon them.Write your answers on the spider diagrams below. Showing an open, friendly approach How your own behaviour can promote interactions Upsetting people with your body wrangle How your own behaviour can impact negatively upon interactions 1 The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying pe rmitted. TDA 2. 3 Communication and professional relationships with children, young people and adults AC 2. 1, 2. 2 2. 3 A3 Interactions with adults argue how you establish professional relationships with other adults.Think about why these adult relationships are important as role models for children and young people. acquit the table below using the statements in the boxes. How to establish professional relationships with adults How positive relationships with other adults can provide important role models for children and young people Demonstrate positive relationships Demonstrate mutual respect Be committed to cooperative working watch the views of others Approach and respond politely put effective communication 1 The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted. TDA 2. Communication and professional relationships with children, young people and adults AC 3. 1, 3. 2 2. 3 A4 Communication FS ICT Developing, presenting and com municating information The way that we communicate will differ depending on the age of the person we are communicating with. achieve the table below, using the statements in the boxes, to give tongue to how communication differs across age ranges. Age range Younger than 2 years How communication differs 23 years 34 years 48 years 816 years Adults Developing discussion and negotiation skills. More confident and using more complex language. Vocabulary is limited.Communicating mainly through body language and by reading facial expressions. Starting to string words together and may be using questions. Can communicate using complex language. Able to use verbal and gestural vommunication. Using language to build relationships. Developing reading and writing skills. Starting to copy adults, learning more words and gaining confidence. Functional Skills English Speaking, listening and communication You could complete this activity in pairs verbally in the form of an interview. Take it in turns to suffer the role of the interviewer and then the person organism interviewed.This is a secure way of developing your speaking, listening and communication skills. 1 The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted. TDA 2. 3 Communication and professional relationships with children, young people and adults AC 3. 3, 3. 4, 3. 5 2. 3 A5 Adapting communication FS English Speaking, listening and communication Occasionally, communication difficulties can give-up the ghost. In such situations, it is important to continue to behave in a respectful and professional manner. pose a line to match each possible communication difficulty to the correct description.Everyone is different and sometimes, despite the best efforts, certain(prenominal) individuals just cannot get along. Not passing(a) on information and failing to agree as a team can cause problems within school. People may interpret things differently and have a differen t concept of what everyone should be doing. Different ideas Poor communication Different personalities Task 2 Read the following scenarios and mark your answers in the spaces below. Scenario A There is a disagreement between one of your colleagues and a pupil and the situation is getting worse. What will you do and how will you adapt the way you communicate with them?Scenario B There is a disagreement between two of your colleagues and the situation is getting worse. What will you do? Functional Skills ICT Developing, presenting and communicating information You could complete this table on the computer. Add an extra pillar on the right with the heading How I would support these transitions and write how you would support a child with these transitions. 1 The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted. TDA 2. 3 Communication and professional relationships with children, young people and adults AC 4. 2. 3 A6 formula It is impo rtant to know the legislation, policies and procedures that cover data protection, confidentiality and the sharing of information. Draw a line to match each legislation or school procedure to the correct description. Safeguarding all pupil information and ensuring that the people you are sharing information with are authorised to receive it Data Protection Act (1998) Confidentiality Legislation that ensures pupils personal information is locked away or password-protected if stored on computers Disclosing informationWhen information has to be shared with outside agencies, for example, when neglect or abuse is suspected 1 The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted. TDA 2. 3 Communication and professional relationships with children, young people and adults AC 4. 2, 4. 3 2. 3 A7 Sharing information Task 1 FS English Writing In small groups, discuss the importance of reassuring children, young people and adults that you will keep shared information confidential and the limits of this. Then fill in the gaps in the following paragraph using the words from the box below.As a learning support practitioner, you will come into unceasing contact with information. You may need to ensure parents and other adults that the information that you are confidential. school-age child records that hold their of birth, home address and to know will be kept information, date details are important for you to have access to in an emergency, but they must remain locked away otherwise. You may need to know other information about the pupil, such as their current legal sound judgment level or if they have any This information must remain confidential and can only be between authorised authorised personal members. onfidential medical shared special staff educational needs. Task 2 As a group, consider situations when the rules about confidentiality must be broken. Write two examples of these situations in the spaces below. 1 2 F unctional Skills English Reading You could develop your reading skills by using your textbook to select the relevant information you need to help you to answer these questions. 1 The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted.Communication and Professional Relationships with Children and Young AdultsCommunication and professional relationships with children. resultant role 2 Know how to interact and respond to adults Outcome 3 Know how to communicate with children, young people and adults 2. 12. 23. 23. 33. 4 Whether at work, home, in education or in affectionate environments, respectful relationships with other humans are at the heart of goodish communications. We all learn from example and experience, so it is extremely important that adults working with young people develop and display respect for each other as well as for the young people in their care.A good baseline for a professional and respectful attitude is to ackn owledge and accept that everyone is different. By understanding and valuing these differences, rather than assuming that we all share the same values and opinions, we demonstrate that we are alive(predicate) of our colleagues as individuals with different personalities, teaching styles, cultural practices, experiences and backgrounds. All adults and learners should be valued for this. We should recognise the competence and experience of all people we work with and expect ours to be acknowledged too.If we can offer help to less see colleagues or seek help from more experienced or better qualified members of staff, we will be expressing respect for each other. Differences of opinion and working styles are bound to occur but communicating honestly and seek peer feedback will help minimize misunderstandings and conflict. We should endeavor to support each other to develop a working and learning environment that promotes self-esteem and growth and allows contends and conflicts to be resolved by negotiation and compromise.Young people will have a number of significant adults in their life some may impact negatively, some positively, on their ability to communicate effectively with adults in different settings. In an educational constitution therefore, if we display consistent, respectful and professional communications with each other, with the learners themselves and with parents, carers and members of the public, we are offering them positive role models. We develop our language and communication skills from birth and discover different slipway of dealing with others by example and experience.If young people see and hear adults financial backing each other, resolving conflict, discussing, laughing, giving opinions, listening and responding in positive ways they can use these interactions to reinforce or challenge their own experiences of the world. For example, simply using good manners and respectful language with each other in front of the young people can offer them a reference for successful interactions in other settings. If a young persons experience of social skills does not include the tools for resolving conflict by calm, apt discussion we can model it.If they do not have the tools to express their feelings positively we can model it. By doing so, we establish a safe, nurturing and consistent environment where positive, respectful interactions are the norm. There are of course, differences between communicating with adults and communicating with children and young people. The main difference is the actual vocabulary used. Children start to develop communication skills from birth discharge through a developmental roulette wheel of language and communication to equip them with the language and strategies to deal with adult life.However, children will develop at different rates and a 16 year old may not have the language and communication skills expected of a child from the 8 12 year group or visa versa, and we should be cognisant of this when communicating verbally or in written form with our learners. We should use words they are familiar with and understand readily, but also be careful not to talk down and be patronising. More complex vocabulary should not necessarily be avoided however, and can be incorporated with story as a learning opportunity.Also we should be aware of the subject matters that we cover. Material discussed between adults may not appropriate to discuss with some learners due to their developmental age. Discussions near sensitive issues such as gender, culture and relationships will be approached differently with jr. people who may not have the language or experience of an adult and we can support them when investigating these subjects with appropriate vocabulary and examples. The majority of young people communicate with peers using phrases and words which are specific to their age and friendship groups.They may also write in text or abbreviated form used to communicate vi a mobiles and social media. It will count odd or patronising for an adult to use this language with young people but gaining an understanding of meaning and place setting is useful in avoiding miscommunication. Difficulties in communication may also occur when a persons body language does not mirror the spoken word. A positive and warm voice may clash with fierce eyes in the classroom. You need to mean what you say tolerant mixed messages with your body language may confuse learners.We need to be aware of the different needs of each educatee and not assume that all learners have the same level of communication development. some(a) learners may find it incredibly difficult to communicate with adults. They avoid eye-contact, will rarely participate in class activities or respond to direct questioning. We can help these learners by involving them in small groups, using non-threatening questioning techniques such as mini-whiteboards and quizzes and continually framework safe commun ications with other learners.Using age appropriate vocabulary and tutelage teacher talk to a nominal with short (no more than three steps), lapse and precise instructions can improvement learners with dyslexia and attention problems. We can also adapt our resources and delivery styles to accommodate different needs. learners whose first language is not English, may need vocabulary crib sheets and simplified texts, learners with hearing or batch impairments may benefit from being seated in the room.In conclusion, to establish effective communication with young people, we need to be aware of their different developmental stages and their specific individual needs. We need to acknowledge that they may not yet have the skills to allow them to communicate with adults and with each other successfully and that we help oneself in their development by modeling respectful and professional relationships with our colleagues and with them at all times.