The Principles Of Relationship Building Children And Young People Essay

Effective communication plays vital role in developing positive with children, young people and adults. To build a positive relationship with children, young people and adults. As a TA you have to model the positive and effective communication skills between you and your other peers.

You can do this by approaching and responding in positive communication, making the children feel comfortable in your presence or while you are supporting them.

The effective communication is important for developing positive relationship with a child can often take sometimes.

In my practice we reinforce this by greeting the children with smile, good morning and asking how are you? We also use Makaton signs while greeting. We also give chance to children to tell anything they want share with us. Its good that while you are talking with children get down to their level and give the positive response while communicating to children.

If you are communicating with reception children, use short sentences and easy words. Build a relationship with by children by asking their favourite this, make an eye contact as this will boost the confidence of the child.

As when the child or young people feel relaxed they will the child education and development.

Explain the principles of relationship building with children, young and adults. (1.2)

In my view all good relationships are built on warmth, caring, mutual respect and a willingness to listen to and accept one another. Relationships with children are especially tender and deserve extra attention and care as children are developing their concepts of the world and their place in it. Children look to the relationships with caring adults in their lives to answer many questions. They want to know, “Do I belong?” “Am I doing all right?” “Do you see who I am?” and “Am I safe with you?”

Get Help With Your Essay

If you need assistance with writing your essay, our professional essay writing service is here to help!
Find out more about our Essay Writing Service

They may not ask these questions with words, but they are looking to their relationships for the answers. It’s important that you communicate how much you enjoy having the child or young adult you want to build a relationship with in your life. You can do this simply by giving the priority to the child or young person and leave everything else for a moment and giving them your full attention and a warm look. Show the child or young person or adult that you are pleased and fully attentive to whatever the child or young person presents. You’ll be amazed where things go when we make time for them to unfold.

In my practice we implement by giving the child the priority for example if I am writing the observation or busy in any activity and child comes to me . Then give the importance to child putting that activity aside for while and responding them positively.

Explain how different social, professional and cultural contexts may affect relationships and the way people communicate. (1.3)

Different social, professional and cultural contexts may affect relationships and the way people communicate because of a lack of understanding of one another’s background and or/culture. There are several behaviours that may be perceived differently by people.

When communicating with others we need to consider the context in which we are working, we need to adapt the way we communicate in different situations.

We should also remember that different cultures will have their own norms of behaviour which may extend to gestures, body language and eye contact.

Explain the skills needed to communicate with children, young person and adult. (2.1)

As a TA You have to demonstrate many skills while communicating with the children , young person and adult. It is really important that you give the opportunities to the children , young person or adult to talk about their views or any concerns .for example in my practice we done an activity regarding the expression or how you are feeling today ? after finishing the activity we gave the chance to every child if he/ she wants to discuss how is he feeling today and why? . You have show the respect to their views by active listening and valuing their views.

While you were listening them make sure to have an eye contact and if communicating with child show your interest by saying different expressive work like ‘ that’s sound amazing’ or praising them if they are telling about their good act .you have to get down to their level while communicating with the children.

Get involved with children while communicating for example if the child is talking about a story book ask different question like’ what is your favourite character’ , did your like the story ? , Which part you find interesting in the book?

Explain how to adapt communication with children and young people for: the age of child or young person , the context of communication and communication differences.(2.2)

We have to adapt different way of communication with children and young people . As children of different ages will have various levels of attention and requirements than that of an older child, younger children who are starting school will require lots of support and reassurance in order for them to adjust to a school environment and develop their independence. As a TA You can do with this by praising and encouraging the child to build up good relationship and friendships with other children or children they may not usually associate with.

When communicating with younger children it is really very important that we make an eye contact with the child and use simple instructions broken down into manageable steps. With some children with educational needs you may have to use alternative forms of communication like in our practice we use hands gestures, pictures or symbols. With an older child they still require lots of encouragement, praise and approval in order to improve their social skills.

We also need to give older children opportunity to talk and express their views and opinions and it is vital that you make them feel that you are interested in listening to them. An older child still needs to understand boundaries and behaviour expected from them.

The context of the communication; We have to change the verbal communication according to the situation we find ourselves in when with children or young people. If we are working in a more social location in school . For example in my practice when are in the playground or outside area then we use to communicate the children in very friendly way involve in what they are playing by giving different ideas of games they can play. It will gives us the opportunity to build relationships with the children. In a situation such as a learning activity or if I am working with target groups then it is important that the children are focused and can work without any distractions in order to complete the activity. At that time my way communicating with children will be forma, firm and proficient as I am working are in class and in an educational environment

When working with children or young people with communication difficulties it is vital that we ensure patience and understanding as they will need to take more time . If a child has a speech difficulties such as stammer then they could feel anxious or nervous when trying to say something so it is important that we try not to speak for them or guess what they are trying to say as this may add to their anxiety. In my practice we use the resources such as PECS (picture exchange communication system) which is a form of alternative communication which uses pictures instead of words. And also use Makaton; a simple form of sign language which uses signs and picture symbols as well as speech.

Explain the main differences between the communication with children and young people. (2.3)

When communicating with the children, the language used should be appropriate to their age and understanding. Children need simpler terms than young person and also need to think of concentration levels and attention spans. Make sue that you never interrupt children and never dismiss anything they are saying; this will only lower their self esteem. Never laugh or hurry them when they are speaking.

Active listening, taking note of their views and opinions. Showing smile and being polite to them.

Provide the opportunities to young children to develop the communications skills, taking their ages in your mind. Use of non verbal communication, written communication like grammar and handwriting

We can also communicate with them in formal or informal language, they are more self conscious when speaking in front of others. If Young person who have difficulty in social skills, adults communicate with using good manners may help building up social skills.

Explain how to adapt communication to meet different communication needs of adults.(2.4)

Communication with the adults, use the respectable language , When we are communicating with adults it is important to address them by their preferred title this in turn is showing respect. It is important for them to feel comfortable with you, especially since you are going to be working closely with them in the classroom, In my practice we reinforce that by showing respect their views and ideas. We also encourage the courteous and polite way of communication in my practice.

As a TA I provide all support they might need in the classroom or around school.

This will make it easier to work in a team and therefore less likely to cause friction in the setting, this will also make you a good role model for children as well as the adults.

Explain how to manage the disagreements with children , young people and adults. (2.5)

Everyday kinds of conflict that happen all the time in schools . However to deal with these disagreement you should follow the school policy and procedures, You should not to deny them help if they want it, but to give them as much opportunity to sort out their problems for themselves without taking over and doing it for them. In most circumstances the schools use procedure guide line that could be listen calmly to the both sides, You Should encourage them to reflect – “I can see you are very upset.” ” I can understand why you are annoyed.”

As a TA you should give the child opportunity to resolve the problem for him/herself – “Is this something you can sort out for yourself or do you need my help?” . Listens carefully to both sides, while insisting that each side respects the others opportunity to speak.

If you are working with nursery children and they squabbling over something suppose a Push chair, you should first wait and see if they can resolve or sort it by themselves often children do. However if they are unable to sort it then you can step in and ask both children and then putting their ages into your mind you can explain them:

1. If there are two prams so they can both play with prams or

2. If there is only one pram so I will explain they have a choice, they can either play (and share) together and one push, whilst the other holds on, on one side and then swap over or

3. They must decide who is going to play with it on their own for a few minutes – often the older/more able child is able to understand that they will have a turn very soon. Explain that you will make a note of the time if they choose this option.

This is a good time to explain that it is much more fun to share – because they have a friend to play with, very rarely have I found that a child wants to play alone – unless of course they are very young and are not at the stage where they are looking to form relationships

Another example in my practice I recently come up with a disagreement between two children. They are arguing on the scarf claiming that it belongs to both of them, then they come to me by saying that this scarf belongs to me and child b is also saying this scarf belongs to me. I said to them I have to speak them one by one and listened to them then we decided to go the coat pegs to make sure if they had a same scarf , by going their and having conversation with both children we come up with one thing that one child has a name on his scarf. After that we checked on the peg and found another scarf with the name , and they both got their scarf and disagreement is resolved.

Summarise the main points of legislation and procedures covering confidentiality, data protection and the disclosure of information.(3.1)

Every Adult who is working with the children or young people should have the knowledge of the legislations and how they are using in their practice. As a TA my responsibility is to keep the information confidential and record it wherever needed. In our practice we reinforce it by using the data protection act 1998 as a guide for our school procedures. All staff use this and follow that guideline.

In my practice if a parent come to me and discuss any medical condition regarding the child I always record in our class book and make a copy for sence as well. I pass on that information to the teacher or Senco, depending on child educational needs. We are not allowed to discuss any school records with the parents or any other member of staff.

In school we can gather some information about the child which is related to needs in the school such as dietary needs or any allergies child may have, any educational needs, medical information like if a child have to take any medication during the school time or any medical condition which can effect the child education .

As a Ta you cannot disclose any information as this is the breach of confidentiality .You can only do this when it is need to know situation like a child has some medical needs which have to cover in the school by doing the parent consent.

Explain the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of this. (3.2)

Children, young people and adults need to know confidentiality will be honoured unless their, or other’s safety and well-being is threatened, a crime has or is likely to be committed, and a professional’s knowledge of and access to the child, young person or adult’s information will not be abused, in the same way that it is important for professional’s to understand how important shared information is, where and how it’s stored, transported and disclosed to other appropriate professionals.

The school has a Confidentiality Policy, which all staff needs to be aware of, this sets out the school’s aims and objectives relating confidentiality and gives guidelines on how to handle confidential information. The Data Protection Act 1998 states that any organisation holding confidential information should be registered with the Data Protection Commission. The Act gives eight principles of practice that govern the use of personal information. Such information must be processed fairly and lawfully, we can only use it for the purpose for which was gathered. It should be adequate, relevant and not excessive, also very accurate and kept no longer than necessary. The information should be processed in line with the individual’s rights and kept it in secure place and discard it when it is not necessary.

Justify the kinds of situation when confidentiality protocols must be breached. (3.3)

As a TA when you work with children and young people will come to know most of the personal information like date of birth, address and contact details and also sensitive information like behavioural issues, some medical information, family background, whether parents are divorcing and so on. It is the responsibility of the adult to keep this information confidential. You must protect the identity of the child they work with and that of their families and carers. You must do everything in their power to protect the privacy of every child and adult.

This can be done by keeping their personal information safe and secure. You can pass it on those who have authorised and legitimate reason to have the information only after they have permission from their parents and carers. This involves parents signing a consent form. If parents refuse permission then the school would not able to pass on the information even if it involves a behavioural specialist working with a child who has special needs.