SHC 31: Promote communication in children
and young people setting
SHC 31: Promote communication in children
and young people setting
Definition:
1. Communication is a two-way process of sending a message
and receiving a message.
2. Communication can be verbal or non-verbal.
| Type | Form of communication | Channel of communication |
|---|---|---|
| Verbal | Talking Listening Singing |
Face-to-face Telephone/ mobile Lyrics, poems, nursery rhymes |
| Non-verbal |
Writing Reading Sign language Touch Painting Drawing Body language Facial expression |
Letter, e-mail, texting Books, magazines, information leaflets written instructions or guidelines Visual signs using fingers and hands - for the hard of hearing Braille - feeling raised dots on paper for the visually impaired Finger spelling Pictures - expression of feelings Graphs / diagrams Shrugging shoulders Pointing Eye contact Blushing Smiling Frowning |
Can you give other examples of communication?
Who do you communicate with and why?
- Give / receive instructions
- Give / receive information
- To ask questions
- Outline a concern
- Express a need
- Develop learning
- Make conversation
Communication in work / placement
| Who you communicate with | Reason 1 for communication | Reason 2 for communication |
|---|---|---|
| Key worker | Ask key worker about child's special needs. | Involve key worker with activities. |
| Children | Sing nursery rhymes. Provide support. | Read a story and ask questions. |
| Parents | Discuss child's progress in learning and development. | Ask parents questions about children's dietary needs. |
| Assessor | Respond to questions posed by assessor. | Interact with assessor to demonstrate work-based learning. |
| Manager | Follow policies and procedures of the setting outlined by manager. To express and share information about any concern regarding child's feelings or behaviour. |
Report to manager about safeguarding issues. |
Can you give other reasons for communication in the work setting?
How communication affect areas of work:
- Helps build good relationship with parents
- Develop team working relationship with colleagues
- Build trust and confidence with children
How to communicate effectively with children:
- Talk at their level, keep eye contact
- Use age-appropriate language
- Give them time to understand what has been said
- Encourage them to respond
- Listen attentively
- Show respect: be polite and use friendly tone
- Use open-ended questions
- Use body language: smile or nod
Support for promoting communication
* Refer to speech therapist
* Use interpreters if unable to speak English
* Use sign language for the hard of hearing
* Use finger spelling for the visually impaired
* Use pictures and gestures to convey information or message
* Use puppets to communicate with the shy children
REFERENCES
DFE (2014) Development Matters in the Early Years Foundation Stage (EYFS)
DFE (2014). Statutory framework for the early years foundation stage
DEF(2014). Early years (under 5s) foundation stage framework (EYFS)
DFE (2014) Keeping children safe in Out of hours provisions
DFE(2014) Early Years Outcomes
Parents - guide to EYFS (2014)
What to expect and when (2014)
The British Association for Early Childhood Education
(Supported by DFE)
Every Child Matters 2003)
Effective Pre-school and Primary Education 3-11 Project (2003-2008)
DFE (2008) Effective Pre-School and Primary Education 3-11 Project (EPPE 3-11)
Parliament (2003) Every Child Matters
Tassoni et al (2010) Level 3 Diploma Children and Young People's
Workforce (Early Learning and Childcare). Pearson: Harlow Essex
Caroline Meggit et al (2011) CACHE Level 3 Children and Young People's
Workforce Diploma: Early Learning and Child Care.
Hodder Education: London
www.gov.uk/government/
publications/
2010-to-2015-government-policy-childcare-and-early-education
www.education.gov.uk/publications
www.foundationyears.org.uk.
www.legislation.gov.uk/
www.4children.org.uk