02-01-2013, 04:24 PM
Communications and Professional Relationship with Children, Young Children and Adults
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For Pupils in Foundation stage and Key Stage One:
At key stage 1, to communicate effectively with them, I used system of communication such as alphabetical charts, pictorial and signs languages in order to give better understanding to them. The children at this key stage 1 communicate at fast pace, at times they do not wait to listen and do not understand easily, so when communicating with them, I use above mentioned system to register instruction and to explain what I have got to do with them. I also use simple language and educate them through the mode of simple games. At this stage, it is necessary to I check their understanding and repeat the communication over and over to confirm their understanding.
For Pupils in Key Stage Two:
Communication with Key stages 2, need narrative and illustrative process of communication. I always encourage children to communicate fluently through activities like telling stories. I always involve them in more critical thinking and interactive problem solving activities such as quiz which allow them to communicate and bring out their ideas at their stage.
For Pupils in Key Stage Three and Four:
They are in advanced cognitive level and this means, their development has to do with their understanding of communication. While communicating with adolescent introducing them to different points of views, opinion and perspectives will broaden their understanding. Using referencing in communication will enables good understanding for key stage 3&4, I referred them to model of practice and situation which will enhance their understanding during communication. I always involve lots of humour and creative in discussions. I also ensures that tone of communication whether positive and negative plays important role in communication with key stage 3&4, as this explain reason for the communication. e.g shouting while given instruction indicates anger, so key stage 3&4 quickly understand expression of anger through this .
Describe the main differences between communicating with adult and communicating with children and young children?
When communicating with adult, I make my language and communication appropriate, that means to be specific according to matters arising, for example when communicating with class teacher or my team, I would speak in a more formal manner and on the other hand if speaking to children I use a more fun high pitched voice using over exaggerated facial expressions to keep the babies attention. Other ways of communicating which are similar between both adults and children are using system of communication such as keep eye contact and an interest in the conversation or activity which usually respond to what the child or adult says or does whilst treating them with respect and consideration.
I usually remind children on frequent basis concerning what has been agreed to say or discuss is another way of communicate with children. I am always clear and precise in what I say to children so that I do not upset or confuse them. I also communicate what is expected of them in a way that they clearly understand this will teach them to communicate well themselves, to do this I use language and verbal expressions that are appropriate to their level and age.
Identify example of communication difficulties that may exist?
Specific language impairment
A specific language impairment is a language difficulty that is not caused by any known neurological, sensory, intellectual or emotional deficit. It affect the development of any aspect of language, eg, vocabulary, grammar and discourse skills’. It is described as a very broad category, with some children and young people having mild and transient expressive problems and others having severe and persistent difficulties with both receptive and expressive language. Stammering, for example, is a specific language impairment. Specific language impairments should be distinguished from other speech, language and communication needs which are reflected in poor speech and language skills
Learning disability
The British Institute of Learning Disabilities refers to the World Health Organisation’s definition of a learning disability as ‘a state of arrested or incomplete development of mind’ adding that someone with a learning difficulty can have ‘significant impairment of adaptive/social functioning’ The British Psychological Society identifies that there are three core criteria which must be met before a person will be considered to have a learning disability
Learning difficulty
There is no single definition of a learning difficulty, but problems may be evident in an inability to learn, to get on with others or to follow rules. Dyslexia, for example, is a learning difficulty Speech, language and communication difficulties. Language and communication needs ‘encompass a wide range of difficulties related to all aspects of communication in children and young people. They include difficulties with fluency, forming sounds and words, formulating sentences, understanding what others say and using language socially. Problems in speech. When there is difficulties conversing with others; being unable to say what they want; having difficulty processing what is being said to them; or not understanding social rules. They may also show signs of poor social and conversational skills, poor organisational skills, unclear speech, poor language skills, a lack of understanding, poor number skills, and poor reading and writing skills.