SHC 31: Promote communication in children
and young people setting

SHC 31: Promote communication in children
and young people setting


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



Telephone/ mobile

Lyrics, poems, nursery rhymes
Non-verbal Writing


Sign language




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


Eye contact




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


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