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Professional Relationships with Children and Young People

Unit 01 - Communication and Professional Romantic relationships with Children and Young People (2. 1) - (2. 5).

  1. This task is focused on conversing with children, young people and people. Please clarify what you have learnt/know using the headings provided (2. 1), (2. 2)
  • Explain the skills needed to talk to children and young people. (2. 1)

To talk effectively with children and young people, you must be able to demonstrate the next skills;

Showing effective communication. That is the primary way to make romantic relationships with children and young people. Communicating effectively includes using body language, cosmetic expressions, facing the kid, using open handed gestures, and smiling.

It is important to be courteous and respectful when communicating, hearing the child's viewpoint. Being considerate of the child's position and needs, and remembering conditions that are personal to them, and taking the time to actively listen to the kid. Breakdowns in communication and interactions often stem from not having the ability to pay attention attentively.

It is important, when connecting with children and teenagers, to be clear and concise, using age appropriate language in a way that the child recognizes, taking into consideration any additional

learning needs that they may have. Being peaceful, positive and articulate helps the child or young person to check out the conversation and gives them self confidence when connecting with you as a teaching assistant. It's important to avoid sarcasm and shouting as this may cause the kid to be frightened and perplexed.

It is important to provide questions, prompts and cues to encourage and support the child's terms skills also to assist with their independent learning. Asking 'wide open' questions promotes children and teenagers to discuss.

As well as asking questions, it's important to be able to answer the child's question and responding positively to what is being said and encourage them to ask questions.

  • Explain how to modify communication with children and teenagers for. . . . (2. 2)
  1. The time of the child or young person

It is important to take into consideration age the child or young person you are conversing with, as this influences how you change your communication style, and the child's degree of understanding and ability to communicate effectively.

When interacting with a young child it is important to make certain that you will be at their level and in a position to maintain good eyes connection with them. Using simple and clear terms helps small children to comprehend and follow what is being said. It is important to ask simple, available questions for babies and toddlers to encourage

them to discuss. Younger children may need more assurance and help in expressing themselves than an older child would.

For teenagers, it's important to provide opportunities for important conversation to take place. As a teaching assistant, you ought to be receptive to new ideas, react positively and positively listen to the young person. This then offers them the confidence to express their views and opinions.

  1. The context of the communication

Communication should be designed according to the situation we are in. Being a teaching assistant, we would be adapting our communication with children or young people in line with the academic setting of the school room environment or individual or group learning activity, or a far more social setting such as the playground or dining hall.

In the school room, it might be necessary to have a more formal approach to communicating with children and young people, in order to maintain their concentration and attention on the task at hand. In more communal settings you would be able to take a less formal method of communication, keeping dialog light and 'fun'.

  1. Communication differences

Effective communication with children and teenagers must take into account any difficulties the kid might have when communicating. Kamen (2010), declares that 'everyone has specific dialect needs, but some individuals may have additional or special needs that have an effect on their capability to communicate effectively with others'.

Factors influencing a child's communication skills include; English as another dialect. Autistic spectrum disorders, behavioural/emotional difficulties, cognitive problems, and hearing impairments.

As a teaching assistant, it is important to be aware of each child's communication needs and to be able to change our communication skills to support them. It is vital that we keep information clear and concise, making certain it is maintained short and steering clear of intricate words and instructions. We must ensure that we are patient and understanding with the kid or young person in order that they do not feel rushed or pressured. Sometimes, it could be essential to use additional products to assist with communication. Additional assists may include pictures, indicators, or symbols, indication terms, or even an interpreter for a child whose first terms is not British.

  1. Explain the main variations between communicating with adults and children/young people (2. 3)

As a teaching assistant, we should be familiar with how we converse, not only with children and teenagers, but also with people. We must go through the situation which we have been in, for example, in a class with children, or in the playground, or in a meeting with other professionals or parents night. If speaking to a child in the class room, communication can be more playful and less formal than in the class room environment, all the while maintaining an even of professionalism. Communication with men and women (specialists and parents) would be more formal. It's important to maintain a higher level of professionalism when conversing with both

adults and children. It really is vital that you maintain a high degree of respect when connecting with individuals and children as this can help to build trust and foster positive associations.

When communicating with adults you'll be able to use more technical language, talk, and negotiation. With younger children, there's a much bigger emphasis located on body language, cosmetic expressions, pitch, and the utilization of more standard language.

  1. Explain how to change communication to meet different communication needs of men and women (2. 4)

It is important to also be aware of the communication needs of adults and to adjust our communication skills consequently. Often, we change the way we communicate with others with respect to the way they react to us and we often conform the way we connect without realising it, (Burnham & Baker, 2010).

If you are talking to an adult with a hearing impairment, it is important to make certain you are facing them and making eyes contact in order to lip read. It may be necessary to adjust your communication to add written communication as an help. Much of the time you would make certain you are facing the individual you are interacting with and making eyes contact as this reassures them that you are engaged in the dialogue and actively listening to them.

Where appropriate it may be necessary to use the help of someone else when connecting with others. For instance, if someone is deaf it could be useful to possess the help of someone who knows sign words or if English is not their first terminology then a translator would be helpful,

It is also important to make sure you are using the right form of address, using positive body gestures and being friendly and approachable.

  1. Explain how to control disagreements between TA's and children/young people and parents (2. 5)

Breakdown in communication can result in misunderstandings and disagreements. Therefore, it's important to clarify any misunderstanding by adapting the way that we talk. Disagreements with adult can be settled by speaking about and negotiating any issues quickly and sensitively.

Sometimes individuals may have differing ideas about how precisely to deal with things. Universities may suggest that children do things in a specific way, whereas the parents might not exactly trust this. It is important to go over this with the parents, clarifying why things happen in another way in the institution environment and working alongside the parent or guardian/caregiver to guarantee the best results for the kid.

A good way to manage disagreements and misunderstandings is to clarify what someone has said to be sure that people have fully known them.

Tassoni (2010) uses the next example of looking at understanding with a kid to avoid miscommunication;

Child: Want that. Me want that!

Practitioner: So you want the ball, would you?

Child: (Nods).

With adults, we'd simply ask to clarify what's being said, and discuss any misunderstandings.

Homework Submission Declaration

Candidate Printing Name

Katie Rolinson

Candidate Signature


  • Tassoni, P. (2010) Children and Young People Workforce: Early Learning and Childcare. Essex, Heinemann.
  • Burnham, L & Baker, B. (2010) Aiding Teaching and Learning in Universities (Key) Essex, Heinemann.
  • Kamen, T. (2010) Children's Care and attention, Learning and Development: 0-16 Years. London, Hodder Education.
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