C&G Level 3 Stls. Why Effective Communication Is Important Essay

Assessment Criteria:| 1. 1| Explain why effective communication is important in developing positive relationships with children, young people and adults. | 1. 2| Explain the principles of relationship building with children, young people and adults. | 1. 3| Explain how different social, professional and cultural contexts may affect relationships and the way people communicate. | Task: Identify the features of a positive relationship with children and adults and explain how this can be achieved. Present the information in a spider diagram.

Then, prepare a brief report explaining why effective communication is central to developing good relationships.

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Provide Information This allows others to work and learn more effectively. Provide Information This allows others to work and learn more effectively. Listen Willingly This makes a person feel valued. Listen Willingly This makes a person feel valued. Appreciation Communicate your approval and support for their development. Appreciation Communicate your approval and support for their development. Building Positive

Relationships Building Positive Relationships Talking Respectfully Makes others feel respected.

Talking Respectfully Makes others feel respected. Being Reliable If you say something then you must carry it out. Being Reliable If you say something then you must carry it out. Why effective communication is important for developing positive relationships. Relationships are at the very heart of early learning and development. Through their early interactions babies learn to feel secure, to communicate, and to enjoy being with people.

As they grow and develop, toddlers and young children love to play, to chat, to watch, and to be with others. Children build relationships, communicate, express love and affection, play together, learn, and have their needs met through contact with others. In order to contribute to positive relationships, you will need to demonstrate and model effective communication skills in your dealings with others. This means that you should consider both how you approach other people and how you respond to them.

We are more likely to communicate information to one another if we have positive relationships. Effective communication and positive relationships do not happen by chance. You should think about the way you relate to others and the messages that this sends out. Good communication is central to working with children and parents/carers. It involves listening, questioning, understanding and responding to what is being communicated by children, young people and those who are caring for them.

Communication is a two way process and is not just about the words you use, but also your manner of speaking, body language and the effectiveness of how you listen. To communicate effectively you must take into account the culture and context of the person, for example where English is an addition language. Also being aware of different ways of communication for example electronic channels, and that some children, young people or parents/carers may not understand what is being communicated. Verbal Communication: * Speaking. * Using your tone of voice. Whispering. * Greeting. * Group communication. * Formal or informal meetings. * Telephone conversations. * Written communication (letters, e-mail, notes, information) * Reading. Non-verbal communication: * Eye contact and movement. * Facial expressions i. e. frowning, smiling. * Hand gestures and movements. * Body language and posture. * Head movements i. e. nodding. * Sign language. * Sounds i. e. laughing. In early childhood settings, each moment that teachers and children interact with one another is an opportunity to develop positive relationships.

Teachers can use a variety of strategies to build positive relationships with children. Teacher behaviours such as listening to children, making eye contact with them, and engaging in many one-to-one, face-to-face interactions with young children promote secure teacher-child relationships. Talking to children using pleasant, calm voices and simple language and, greeting children warmly when they arrive in the classroom helps establish secure relationships between teachers and children.

While some children are harder to connect with than others, using the child’s personality as a reason for not forming a relationship is unprofessional. The statutory guidance in respect of the key person makes it clear that it is the responsibility of the adult to develop a relationship with the child, not the other way around. Aim to spend more time playing with the child, following the child’s interests and smiling more. Sometimes difficulty in communication or forming a relationship can mean that there is an underlying cause that needs to be identified.

In developing positive teacher-child relationships, it is important to remember to: * Engage in one-to-one interactions with children * Get on the child’s level for face-to-face interactions * Use a pleasant, calm voice and simple language * Provide warm, responsive physical contact * Follow the child’s lead and interest during play * Help children understand classroom expectations * Redirect children when they engage in challenging behaviour * Listen to children and encourage them to listen to others * Acknowledge children for their accomplishments and effort.

The professional and positive relationships we develop will ensure that good communication is possible in order to support the needs of children and their families. Where we do not have strong relationships, there is a danger that information may be passed inaccurately or that it is withheld because, we may not be not trusted. Where parents are concerned, it is essential that we can build positive relationships so that we can work closely together with them to benefit the child in a variety of ways. This should include settling the child in, sharing developmental information and also learning about children’s interests.

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