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BTEC Childcare Unit 1: Communication

Extracts from this document...

Introduction

BTEC National Diploma in CHILDREN'S CARE, LEARNING AND DEVELOPMENT UNIT 1: Positive relationships for children's care, learning and development P1 Relationships can be developed with children through making the child feel comfortable, secure and safe from the moment the child starts in a childcare setting and being away from parents. A child will have to get over stranger anxieties. This is done by children gaining trust in you, therefore the adult with have to adjust the way they communicate with children. In the Infants school that I am currently doing work experience in, I have used many different ways of communicating with children. An example of this would be with a Year 2 female in my class (6y:8m), who asked me to mark her work. I kneeled down on the carpet, so I was at her level so I could get eye-to-eye contact and as I marked her work, I put my thumb up to indicate to her that her work was up to my standards. Afterwards, I smiled at her and said that I was impressed with her work and that it deserved a sticker, as there were no spelling mistakes which showed she had improved. Instead, I could have used my voice and praised her using words and showed it through my tone of voice or I could have showed her the work to look at as I was marking it and put a smiley face on her work. If I had done the above for a child aged 15 years old, the child probably would have responded differently to the child aged 6 years and 8 months. So I have to adapt my behaviour in order to work with children of different ages, needs and abilities. Likewise, I had to caution a Year 2 male in my class (7y:1m), who hid in the book corner of the classroom. In order to approach him, I had to remain stood up and use my voice in order to maintain my position as the adult. ...read more.

Middle

I should ask my teacher to assess me on my choice of lexis and how I communicate with children in order to have someone else assess me so I know what they think I could improve on. My teacher could then help me identify strategies for improving practises in the future. P2 There are many different ways that adults can communicate with children. This is usually by verbal behaviour, such as using the pitch of your voice. Children know that soft pitch is welcoming and friendly and would be used in situations like circle time or when discussing issues with children. On the other hand, using a low pitch voice gives the impression that you are strict and perhaps intimidating. This pitch when speaking is best used when a child has been misbehaving or when you are giving a warning. An example of this would be in my placement, which is in a Year 2 class in an Infants school. As the children were heading off to break, a girl aged 6 years 4 months pulled at my sweatshirt, so I turned around and said in a quiet, gentle voice, "yes?" She then asked me to do up her coat for her. This example shows that I can be approached by children and communicate with children appropriate for the situation. As with using a quiet voice I use indoors, I could have spoken louder as children generally do not notice quiet voices. A quality of a person's voice is important when communicating with children, as children pick up tones of voice easily and can tell differences, such as when an adult is warning a child the adult will be using an aggressive tone and when the adult is welcoming in the children into the class, they will be using a gentle tone of voice. An example of this would be during placement, where a boy aged 7 years ran off into the book corner, so I used a stern tone of voice to get his attention and to respond. ...read more.

Conclusion

M3 Communication is vitally important for children's care, learning and development as without communication, most adults will be left in the dark about matters concerning parents. There are many benefits of appropriate conversation between adults because they can discuss children's welfare and discuss lessons and share their inspiration as well as give each other emotional support. If children know that the adults are friendly towards one-another, then the children will feel secure and know that every adult will feel respected. This in turn makes every adult will feel they have contributed to the children's future. All adults in placement setting should have equal partnerships as all teachers should not feel intimidated or left out. This ensures that there is consistency of care for the children and that there are no hidden messages or agendas. Everyone should be involved with the children. D2 Having done some experience with working with children before, I know how to approach children but as a working student in a placement setting, I had a new battle which I fought - working with adults. As a naturally shy person, I started off being very nervous around staff and initially had trouble making conversation as the adults were dominating conversation. However, by half term, this was slowly improving as I was going into the staff room regularly and saying "good morning" to everyone I saw first thing in the morning. As a result, I now get on well with the class teacher and M.D.A. as well as some teaching assistants and parent helpers. I often give time for adults to talk to talk to me and allow them to be dominant in conversations. I recon I could improve my communication skills with adults by fighting my nerves and worries when I encounter adults, thus having more clarity when I speak, as I have not long left a school environment as a pupil myself. ...read more.

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