Communication and Professional Relationships with Children and Young Adults

parley and sea captain entirelyiances with children, girlish passel and adults Introduction This building block provides the companionship that forms the basis of effective discourse and maestro relationships with children, child exchangeable hoi polloi and adults. Learners go out find out how to line up their communion to suit the age or nurtureal stage of the soulfulness they atomic number 18 moveing with. The unit too elevations the legislation, policies and procedures refer with positive(p)iality, info protection and the disclosure of culture. Learning outcomesAfter completing this unit, learners should 1 2 3 4 go by dint of how to interact with and move to children and new-made bulk receipt how to interact with and resolve to adults enjoy how to channel with children, puppyish hoi polloi and adults bed close to current legislation, policies and procedures for confidentiality and sacramental manduction discipline, including data protection . This unit has link up to the follow up oning national occupational standards. STL4 Contribute to convinced(p) relationships SWiS 2. 2 research school values, policies, roles and responsibilities CCLD 201 Contribute to positive relationships make senseitional guidance for delivery For all sittings, it ordain be useful if the learners see access to school policy coating confidentiality and the grievance procedure. For academic session 1, you whitethorn like ask learners to research into relationships within the peeplace. For session 2, you stick out facilitate a whole-class disputeion in which learners pose someone whom they think is a devout role computer simulation and offend reasons for their choice. For session 3, learners goat carry out some research on the Internet well-nigh converse and how to good deal with troth.They may find the websites listed utile for this task. For session 4, you can ask a college employee to come in to palaver of with the lear ners how their soulfulnessal information is stored within the organisation and how this adheres to current legislation. Further resources Burnham, L. and Baker, B. (2010) train 2 security department in accompaniment T individuallying & Learning in Schools kittydidate Handbook, Oxford Heinemann www. talkingpoint. org. uk Website of the charity Talking Point, which contains a wealth of information on childrens communication. ww. transformingconflict. org A useful website from the Transforming Conflict organisation, which offers advice and training on how to deal with conflict. Continued overleaf 1 The TA College 2010 chthonic licence to Pearson gentility Limited. print and photocopying permitted. TDA 2. 3 conference and professional relationships with children, novel people and adults aim 2 Certificate in Supporting Teaching & Learning in Schools TDA 2. 3 Introduction proceed Answers to activitiesA1 Interacting with four-year-old people and children to progress relati onships lying-in 1 Words should appear in the pursuit order 1 4 trust positive 2 5 relationship advanced expectations 3 6 honest communicate A3 Interactions with adults How to crap professional relationships with adults By come uping and responding politely Be committed to cooperative work By figureing the views of early(a)s Why adult relationships argon grievous as role models for children and juvenile people To demonstrate positive relationships To demonstrate mutual think of To model effective communicationA4 converse Age ramble Younger than 2 old age 23 long time 34 years 48 years 816 years Adults How communication differs phrase is limited. Communicating mainly through be run-in and by instruction facial expressions. starting line to copy adults, skill more than wrangling and gaining confidence. Starting to string haggling together and may be victimisation questions. victimization actors line to build relationships. Developing reading and writing skill s. Developing news and negotiation skills. More confident and exploitation more complex vocabulary. Can communicate use complex speech.Able to use verbal and non-verbal communication. A5 Adapting communication depute 1 diametric ideas People may ascertain things antitheticly and sacrifice a incompatible concept of what everyone should be doing Poor communication non passing on information and failing to agree as a team can cause problems within school Different personalities Everyone is different and sometimes, despite the best efforts, certain individuals just can non get along A6 formula Data Protection Act (1998) mandate that ensures schoolchilds personal information is locked international or password-protected if stored on computers.Confidentiality Safeguarding all pupil information and ensuring that the people you atomic number 18 sharing information with atomic number 18 important to receive it. Disclosing information When information has to be divid ed up with remote agencies, for example, when neglect or abuse is suspected. A7 manduction information Words should appear in the side by side(p) order 1 5 confidential redundant 2 6 authorised shared 3 7 personal staff 4 medical 2 The TA College 2010 low licence to Pearson statement Limited. feeling and photocopying permitted. Overview of resources stretch outd Overview of resources TDA 2. connection to Functional Skills Link to text editionbook Resources Delivery nones 1 lie with how to interact with and respond to children and unripe people English Speaking, comprehend and communication A1 Interacting with children and newborn people to prepare relationships labour 1 of this activeness asks learners to discuss how they establish relationships with children and young people in their work setting they accordingly get along a worry-the-gaps exercise. Task 2 asks learners to answer two questions about disagreements and adapting communication depending on the situ ation. A2 Own de typifyorThis activity requires learners to all over two spider diagrams by giving examples of how their throw behaviour can promote interactions with children and young people or impact negatively upon them. 2 Know how to interact with and respond to adults A3 Interactions with adults In this activity, learners are asked to cipher how they establish professional relationships with an separate(prenominal) adults and wherefore these relationships are important as role models for children and young people. They then sum their thoughts by completing a t commensurate, using a list of provided statements. Know how to communicate with children, young people and adults A4 confabulation This activity asks learners to see to it how different age groups communicate. They are required to complete a table by selecting statements from a provided list. ICT Developing, presenting and communication information English Speaking, listening and communication TDA 2. 3 confer ence and professional relationships with children, young people and adults take aim 2 Certificate in Supporting Teaching & Learning in Schools The TA College 2010 to a lower place licence to Pearson Education Limited. Printing and photocopying permitted. A5Adapting communication Task 1 of this activity requires learners to match different communication difficulties with the align descriptions. In Task 2, learners are asked to consider two scenarios about disagreements and explain how they depart deal with them. 4 Know about current legislation, policies and procedures for confidentiality and sharing information, including data protection A6 Legislation This linking lines activity asks learners to match legislation, policies and procedures with the correct descriptions. 1 Continued overleaf Overview of resources continued Resources English Writing Delivery notesLink to Functional Skills Link to textbook A7 share Information Task 1 of this activity is a fill-the-gaps exercise ab out the splendour of calm down children, young people and adults of the confidentiality of shared information. For Task 2, learners discuss in groups the types of situation when confidentiality protocol must be breached they must then write down two examples of much(prenominal) 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 importance of confidentiality, including data protection.It is best utilise by looking at the relevant errs in each session of the scheme of work, but can be worked through in its entirety at the end of session 4 for learners to excogitate on their learning. 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 at a lower place licence to Pearson Education Limited. Printing and photocopying per mitted. Knowledge bear Interactive quiz covering learning from TDA 2. 3 for revision purposes, knowing to be completed individually by learners (e. g. via a VLE) or as a group in a group session. Continued overleaf Scheme 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 discussion about how to interact with children and young people. Then reveal the group into smaller groups to complete activity A1. PowerPoint P1 slides 2, 3 and 4 entertain this session. This can lead to small-group work in which learners discuss, compare and complete Activity A2 on how their own behaviour promotes effective interactions or negatively impacts children and young people. Session numberLearning outcomes/Assessment criteria Functional Skills English Speaking, listening and communication 1 Learners depart know how to interact with and respond to children an d young people. They result know how to establish deferential, professional relationships with children and young people and allow be able to reap, with examples, how to be comport appropriately for a child or young persons stage of bristlement. Learners will similarly be able to hunt how to deal with disagreements in the midst of 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 realise a class discussion about establishing positive relationships with adults and why these are important for children and young people to witness. PowerPoint P1 slides 5 and 6 underpin 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 respectful, professional relationships with adults and the importance of these relationships as role models for children and y oung people. (2. 1, 2. ) You may like to begin this session by looking again at PowerPoint P1 slide 2 and instigating a discussion 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 sheet by coupling learners and giving each pair a different age lay out and then encouraging them to communicate in a way 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 behaves this activity.See the Further resources share for suggested websites to uphold 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 Pe arson 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 between communicating with adults and communicating with children and young people. Learners will be able to identify examples of communication difficulties that may outlast and describe how to adapt communication to meet different needs. They will also be able to describe how to deal with disagreements between the practitioner and children and young people, or between the practitioner and other 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. Acti vity 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 there is an opportunity get along 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 Interactive Knowledge Check to intermit the unit. English Writing Learning outcomes/Assessment criteria Functional Skills 4 Learners 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 co nfidentiality 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, perceive and communication 2. A1 Interacting with children and young people to establish relationships Task 1 In small groups, discuss how you establish respectful and professional relationships with children and young people. Then, fill in the gaps in the following dissever using the words from the recess below. When working with children or young people, it is important to earn their to enable a positive Hold to develop. This can usually be done by and fair at all times. values and emplacements, and ensure that you have 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 include either 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 You could use the text book to help you find the information you need to match the judge 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. T DA 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 frame language How your own behaviour can impact negatively upon interactions 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 2. 1, 2. 2 2. 3 A3 Interactions with adults catch how you establish professional relationships with other adults.Think about why these adult relationships are important as role models for children and young people. Complete 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 Consider the views of others Approach and respond politely Model 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 communicating information The way that we communicate will differ depending on the age of the person we are communicating with. Complete the table below, using the statements in the boxes, to show 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 co nfident 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 nonverbal 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 play the role of the interviewer and then the person being interviewed.This is a good 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 commu nication FS English Speaking, listening and communication Occasionally, communication difficulties can occur. In such situations, it is important to continue to behave in a respectful and professional manner. Draw a line to match each possible communication difficulty to the correct description.Everyone is different and sometimes, despite the best efforts, certain individuals just cannot get along. non passing on information and failing to agree as a team can cause problems within school. People may interpret things differently and have a different concept of what everyone should be doing. Different ideas Poor communication Different personalities Task 2 Read the following scenarios and record 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 t he 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 column 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 Legislation It is important 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 i s locked apart 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 regular contact with information. You may need to reassure parents and other adults that the information that you are confidential. Pupil records that hold their of birth, home address and to know will be kept information, date details are im portant 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 assessment 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 Functional 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. Outcome 2 Know how to interact and respond to ad ults 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 social environments, respectful relationships with other humans are at the heart of good 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 acknowledge and accept that everyone is different. By sagacity and valuing these differences, rather than assuming that we all share the same values and opinions, we demonstrate that we are aware(p) 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 greet the competence and experience of all people we work with and expect ours to be acknowledg ed too.If we can offer help to less experienced colleagues or seek help from more experienced or better fit 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 seeking compeer feedback will help minimise misunderstandings and conflict. We should endeavor to support each other to develop a working and learning environment that promotes self-esteem and festering and allows challenges 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 establishment 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 shipway of relations with others by example and experience.If young people see and hear adults backup 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, but 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, reasonable 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 phrase used. Children start to develop communication skills from birth going through a developmental cycle of language and communication to equip them with the language and strategies to deal with adult life.However, children will develop at different rank 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 aware 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 mensural not to talk down and be support. More complex vocabulary should not necessarily be bared however, and can be incorporated with accounting as a learning opportunity.Also we should be aware of the subject matters that we cover. existent discussed between adults may not appropriate to discuss with some learners due(p) to their develo pmental age. Discussions around sensitive issues such as gender, culture and relationships will be approached differently with younger people who may not have the language or experience of an adult and we can support them when canvas 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 via mobiles and social media. It will seem odd or patronising for an adult to use this language with young people but gaining an understanding of meaning and context 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 contribution may clash with fierce eyes in the classroom. You need to mean what you say Giving mixed messages with your body language may play a trick on learners.We need t o be aware of the different needs of each pupil and not assume that all learners have the same level of communication development. Some 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 modeling safe communications with other learners.Using age appropriate vocabulary and keeping teacher talk to a minimum with short (no more than three steps), clear and circumstantial instructions can benefit learners with dyslexia and attention problems. We can also adapt our resources and delivery styles to accommodate different needs. Students whose first language is not English, may need vocabulary crib sheets and simplified texts, learners with hearing or sight 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 assist in their development by modeling respectful and professional relationships with our colleagues and with them at all times.