Maintain and Support Relationships with children and Young People Outcome1: Be able to communicate with children and young people. Assessment Criteria The learner can: Communicate with children and young people in a way that is appropriate to the individual, using both conventional language and body language. There are two ways of communicating with children and young people , conventional and body languages , communication may be formal (adult-led activity) or informal (playtime or social situations).
In order to communicate appropriately with any child or young people I need to show that I understand them. Using my body language; eye contact to make sure that I am at their level, try not to invade their space, avoid communication barrier, and ensure that children with communication issues can see my face. Actively listen to children and young people and value what they say, experience and feel. People notice that a child or young person is not concentrating on what adults or elderly people are saying.
Perhaps, that the children or young people don’t show a sign to show that they are really thinking about what they are saying to them. For me to show that I am listening actively to the child I should stop what I am doing and get down to their eye level and make eye contact. This ensures the child that I’m actively listening. I should also focus on what they are saying especially if they have a difficult time trying to express themselves and aid them. By responding to the child, they acknowledge that I have been listening.
I can reflect on what they said or ask them open questions to find out more information. Check that children and young people understand what is communicated. Young children understand more then they can express themselves and can follow simple instructions (easier accomplished with a gesture such as pointing). They learn new words before they can use sentence by listening carefully and copying. I can test the child to make sure they understand what has been said by asking open questions.
For a better result, I need to use the child’s age as a starting point to estimate their level of understanding; offer children the information they need in a way appropriate to their level of understanding; and constantly check children’s understanding by asking them if they can tell or show me something they have heard. Outcome 2: Be able to develop and maintain relationships with children and young people. Assessment criteria The learner can: 1. Demonstrate how to establish rapport and respectful, trusting relationships with children and young people.
I should making them feel supported and welcome,through smiling, saying please and thank you, and it may could help me in building respectful and trusting relationship with children. It’s very important to build a rapport and have a special understanding of each other, I can do this by finding out:- …, in my setting I find this out by:- Taking times to play and talk. How children like to be greeted take time to get build up professional relationship with the child’s parents/ carers. nowing small details of things, For example, what are their hobbies, their interests, their likes and dislikes? I should remember that the parent is the main carer of the child and that the parent’s wishes must be respected. I need to be clear, simple and direct in my communication, when talking with, or listening to children, should maintain eye contact, concentrate on what the child is saying and physically lower themselves to the child’s level. 2. Give attention to individual children and young people in a way that is fair to them and the group as a whole.
The United Nations Convention on the Rights of the Child (signed by the UK in 1991) states in Article 12 in The United Nations Convention on the Right of the Child. Every child has the right to be heard and given attention, each child in my setting is respected as an individual but every child is given the same amount of respect and attention . This shows that you consider them as an equal. I have to create a positive relationship with children and young people by encouraging two -way conversations -both listening and responding to build their confidence.
Ask open-ended question to encourage developing any conversation. Group activity can also be an opportunity for individual children to be heard and to develop relationship with other children. Here are different group activities which will give individual children to be heard such a:- Role play such as talking on the telephone Individual children in a group Sharing or news time Peek a Boo Puppet play Meal or snack times Board games or puzzles Feely bag Activity Games such as I spy 3. Demonstrate supportive and realistic responses to children and young people’s questions, ideas, suggestions and concerns.
Here are some of the laws and policies that encourage consideration of children and young people views such as:- Children Acts 2004 United Nations Convention on the Right of the Child 1989 Every Child Matter 2004 A framework called Hear by Right gives ideas to adults, young people and children on how they can be involved in the services provided for them and have their concerns taken seriously. As well young people in England have a voice to reach everyone and been heard through a UK Youth Parliament (UKYP)? t’s running by local authorities to ensure that the voices of the young people are heard. To ensure that children are heard and responded here are different ways you could consider doing such as:- Consult with them some issues and consider their individual concern e. g. asking them if they likes to help make rules for their after school club. Listen carefully to them, and show interest: this will help them to feel valued and appreciated. Seek children’s opinions and involve them in decision making process e. g. find their favourite foods are before lunch menu.
There are lots of benefits from listening to children views such as:- Help children and young people to develop responsibility. Can sometimes create a new perspective. Engage children and young people in their learning as they will feel respected and involved Help children and young people to develop the skills of decision-making including debate and negotiation, at an early age. Gain deeper understanding of children’s and young peoples wants and needs. As well as the benefits of listening and gaining children’s and young peoples views, there are also the challenges.
These can include:- Creating enough time to consult effectively Using the right consultation methods for the group Ensuring that children or young people are not affected by peer pressure, so that they are confident to express their own opinions in front of their friends. Ensuring that all children or young people involved are listened to Ensuring that children are safe when they are involved in decision-making, so that any consent is given by parents or photographs are used appropriately 3. Provide children and young people with reasons for actions when appropriate?
In my setting I’m always willing to give reasons for my actions to children because every child has the right to know why I am taking this action, however there are some situation that I will be unable to inform the child about the reason because it will increase the harm to them or other person. Action and reasons you may give for them: Actions | Reasons | Choosing groups of children to work together | Make it clear why you are doing this because you think that they will have lots of different views r all interested in the same things | Taking a piece of equipment away, such as favourite bike that is faulty | Clarify that it is unsafe and that it will be mended as soon as possible | Informing parents about negative or concerning behaviour | Tell the children from the outset that this will happen and remind them of this, explaining that you want to work through this together | Referring a child for assessment | Try to explain the process and reassure the child that their opinions will be valued throughout the process | . Encourage children and young people to make choices for themselves?. Creating a positive environment that can encourage the children to develop confident about taking decisions and make choices. This can be done by allowing children to chose who they work with or give children time to make their own choices, for example, during free play activities.
Children need opportunities to make choices for themselves and to take control of some aspect of their lives, developing their preferences and dislikes. Children who are regularly encouraged to make decisions experience increased self-esteem and reduced feelings of frustration and aggression. Helping children and young people to make choices Allow children to choose who they work with Give children time to make their own choices, e. g. uring free play activities Ensure there is flexibility in routines, such as children choosing when to have their snacks Respond positively to children’s contributions, especially when you are leading an activity Be prepared to change an aspect of the environment, routine or an activity in response to children’s suggestions Ensure that the children know that they are healthy and safe in the activity that they have chosen Encourage children to become involved in planning, for young people this may even be the recruitment of staff Make resources accessible to the children so that they can make choices Praise the choices that children and young people make There are many of activities that encourage children and young people to make their own choices by being involved in decision making processes such as: Marble jars Agree/disagree Through bubbles Postcards Graffiti wall Send a text These all also learn them to have self- confidence and to make on responsibility. Reflective account: A trip to the library Detail of activity:
Last week I took the children to the library, and I explained to them the purpose of why we are going the library. I made sure that every child had permission from their parents and asked help from the parents to look after their children to the way to the library. I made sure that every child was wearing their school uniform and their name on a label stuck to their uniforms. We walked safely on the pavement towards the library. On the way, we crossed through the park and went under the bridge which was near the underground station, everyone was excited and they asked lots of questions about what they saw on the way. At the library, everyone stayed quiet and well behaved.
When the librarian started reading the story; the children looked very happy and excited as they copied sounds that the librarian made during the story. then They then went quietly to choose a book to take home. All the teachers collected the books and gave them to librarian to scan. On the way back to school we went through the same way and children were well sensibly behaved. How well did it go? The trip went really well as nothing went wrong. The children enjoyed going to the library and listening to the librarian reading the story. They mostly enjoyed choosing their own book to take back with them. How can I improve this activity? Next time we could ask the children to explain why they chose that book to take with them.
We could try to stay for longer and get the parent helpers to read a book or two with the children. Outcome 3: Be able to support relationships between children and young people and others in the setting. Assessment criteria The learner can: Support children and young people to communicate effectively with others. There are many advantages in involving children and young people in the organisation of the setting, this make them have positive relationships with their staff and among their beers. It’s important to communicate effectively both adults and children I need to encourage numbers of key features such as:- Always make eye contact with the person I communicate with Always smile as appropriate Be patient and listen carefully
Do not interrupt or finish sentences, as this shows that you are not listening properly Give the other person time, as they may pause to think or reflect Concentrate on what the other person is saying to you Ensure that questions are open to encourage future communication In a group situation, ensure that everyone is listened to and that their opinions are valued Encourage children and young people to understand other people’s individuality, diversity and differences? In order for children to be well integrated into the setting and into wider society, they need to learn to be tolerant and accepting of others also to understand other people’s individuality diversity and differences when communicating.
I need ensure that children understand each other through their activities, playing and their environment for example :- Ensure that children know about signing and perhaps learn some signing or have some one come and talk to them Encourage children and young people to find out about Braille and even have a few signs in Braille Ask young people or parents from different cultures to come and talk about how they communicate Encourage children to learn simple words, such as greetings in the home languages of their peers Help children and young people to understand and respect other people’s feeling and points of view. The Early Years Foundation Stage (EYFS) guidance that children need to respect their own needs, but also those of other people:a’ sense of community is I can help children to recognise other peoples feeling e. g. f a child does not want to play with others, I can say “he enjoys playing on the bike with you, but at the moment he would like to play on the sand pit”. To encourage respect of others opinions and views, the environment should reflect all the children’s or young people’s families and cultures will make sure the children feel positive about themselves and their families. And to do this I can do things such as:- Provide a variety of skin – tone paints and crayons. Make sure various people are presented Incorporate other cultures in projects such as making bread from around the world. Make sure that special needs are represented and participate. Use more than one language where is necessary. Support children and young people to develop group agreements about the way they interact with others.
The main roles is to encourage children and young people to agree about the way they interact with each other because if they can do this they will be more likely to follow the rules set. I need to guide the children through this process in order to encourage group agreements. Group agreements Simple group agreements that are agreed and displayed in the setting Written contractors for older children or young people A visual agreement with children’s drawings or photos Rules made in assemblies A signed charter Variety of ways of encouraging group agreements When developing group agreements they need to:- Encourage sharing and taking turns Give clear guidelines about what we expected Consider different children needs Encourage them to interact positively Encourage them to avoid confrontation Give strategies to negotiate 5.
Demonstrate ways of encouraging and supporting children and young people to deal with conflict for them? Conflict is a difference of opinions that does not appear to have a resolution. I can support children and young people to deal with conflict for themselves and learn how to sort out conflict in a way that makes everybody agreed. Children and young people exposed to television and media programs that are full of conflict and aggression so I need to model positive ways of dealing with conflicts that are calm and measured. There are different ways to help children to find peaceful ways of solving problems with others. Ways to help children deal with conflict
Help the children to understand that they can find a good solution Encourage children to discover how they are feeling and to express their emotions Encourage children to workout what they really want to happen Ask the children to choose away that will suit every one Encourage children to understand the other person’s point of view Read stories or poems that has positive results to conflict Bibliography Intisar Abdelgabar Level 2 Children and Young People’s Workforce; Kate Beith, Kath Bulman, Sharina Forbes, Sue Griffin, Penny Tassoni; first published 2010 by Heinemann. Children and Young People Workforce by Carolyn Meggitt published 2011
