Identify and Explain Communication Relationships

Promote Communication in health, social c ar or electric razorrens and young peoples settings 1. 1 Identify the different reasons people communicate Communication is very serious and can be non-verbal making eye contact, body language and gestures, verbal public lectureing, singing, listening and responding, and written. People communicate usually to provide or receive information. The information provided can be passed on and employ for teaching and fiting. It is also used to share our ideas and thoughts, to interact with others, and to understand others.Communication allows us to make decisions, to inform others, to resolve conflicts and problems, and to meet social and physical needs. We need to communicate in a glasshouse especially, as it is part of nestling development. Communication allows for connection with a young child, and enabling positive relationships to build by sharing and relating information. We also use colloquy whilst experiencing different things, such a s new food, which allows everyone to express their ideas and extend their vocabulary. . 2 Explain how parley affects relationships in the work setting Communication in the oeuvre is a musical arrangement for sending and receiving messages. Communication is a process that enables us to have costly relationships with parents, colleagues, and children. Good relationships can create a welcoming and conceptive atmosphere for the children. This then dish ups the child to settle in and feel relaxed. Children are social discoverers, and learn by copying other people.Adults works with them should model life-threatening communication, both speaking and listening, so children will learn from them. Children need to have a go at it that they are being listened to and heard. This helps them to build up trust with adults, and promotes better relationships. The more you learn how to listen to the child, the better you will be able to assess their abilities and interests, and planning for t heir next steps in learning and development. You will also get to know them well and then you can support their emotional needs by being in tune with them.The better and sooner children learn to communicate, the more good they will form friendships and their trustfulness and self-esteem will increase. Very young children often arent able to express their thoughts and feelings in words, so it is fundamental that adults working with them can listen carefully, and help children to learn how to express themselves. Good relationships also benefit the quality of interaction between the setting and the parent. Parents are more plausibly to share information, make comments and take an interest in what their child has been doing.This also benefits the child as additional information will be passed on to help the practitioner meet the childs needs. There also needs to be good communication between staff members in the setting so they can enjoy their work. A good relationship in a team mea ns that during times of stress and difficulties, practitioners can support each other. If in that respect is lack of communication between staff members, vital information may non be passed on, and the childs safety could be affected. This could be what a childs allergies are, or who will be picking the child up. ConfidentialityConfidential information is information of some sensitivity, which has been shared in a relationship where the somebody giving the information understood it would not be shared with others. This also means the discretion in keeping secret or private information. in all childcare settings must intend to fully respect the privacy of children and families. It is good to try and ensure that all parents and carers can share their information in the confidence that it will only be used to enhance the welfare of their child. Settings can respect confidentiality in the following ways Allowing parents to have access to files and records of their own children, simp ly do not have access to information about any other child. * Staff will not discuss personal information condition by parents with other members of staff, except where it effects planning for the childs needs. All staff is aware of the importance of confidentiality in the role of the key person. * whatsoever concerns relating to a childs personal safety are kept in a secure, confidential file and are shared with as hardly a(prenominal) people as possible on a need to know basis. Personal information about children, families and staff is kept securely in a lockable file. * Issues to do with employment of staff, whether paid or unpaid, remain confidential to the people directly involved with making decisions. * Students attending the nursery on placement are made aware of the confidentiality policy and are required to respect it. Multi-Agency Approach to Communication Unifying Communications for a Safer Response The Programme is funded jointly by the Department of Communities and L ocal Government, National Policing Improvement Agency, Cabinet Office and the Department of Health.The Public rightfully expect aquick and effectiveresponse from the apprehension services and responder community. Experienceof major incidents and large scale events have highlighted the requirement for responders to communicate more effectively. Common communications tools are available, including Airwave radio receiver and data tools such as the National Resilience Extranet. Airwave is the common radio platform in use by the Police Service, Ambulance Trusts, Fire and cede Service and those responding within the Civil Contingencies Act, 2004.The exchange of critical voice and data information between emergency responders is essential to * Maximise the opportunity foran effective supplying of services to the Public * Minimise risks to the public and emergency services personnel * Alert personnel to an immediate hazard * Support decision-making by Commanders * Assist in the creation a nd maintenance of a Common Operating Picture (COP) * Deliver a common operational approach across borders at emergencies, incidents and events http//www. pia. police. uk Communicating with children It is important to communicate clearly with young children as it helps them to understand what is expected of them, and they also learn to become good communicators themselves. Good communication- * Check that you have their management * Make good eye contact * Use positive facial expressions and body language * Use a friendly tone of voice * beseech children by their preferred name * Keep sentences to the point * Listen to what the child says them respond Do not be sarcastic * Think about childrens language level and needs * Remember that they may not know phrases and words such as a couple To build a good relationship with children, it is important that you encourage them to interact with you. This should be in a relaxed and natural way. Sometimes rather than telling a child what to d o, you may imply them what they think and allow them to make suggestions. Listening plays a vital role here and teaches the children how to listen.Adapting communication to meet the individual needs of children Every child is different, so it is important to think about the communication needs of each individual child, and then adapt your approaches accordingly. For example, a child who stammers will need more opportunities to talk calmly in unhurried situations, absent from other children who may interrupt. Another example is a child who has English as a second language. In this case, you may need to simplify sentences or use visual cues. They may need a little more time to respond.If there are particular difficulties with a child, firstly you need to talk to parents as they know what works best for their child. If these strategies dont work, you may need to contact a name and address and language team to try and extend these strategies. For example, a visual approach alongside spoken word, to help children understand the meaning, or a pictorial system which allows the children to show what they want by photographs. A child with a hearing loss may benefit from communicating in areas that are well lit, and away from distracting background noises.Recognising communication differences and difficulties It is important to learn about what a particular child is use to. If you have parents of different cultures or nationalities in the setting, take berth of how they interact and communicate with children. For example, a parent may kiss and hug their child more, so their child will be used to a overmuch more active style of communication. The use of eye contact and body language also vary across languages and cultures. The gesture for no may be different so it is good to learn by watching and taking an interest in the way parents interacts with their children.There are many reasons why a child may have delayed speech or communication difficulties. If early inte rvention can take place, it could make a significant difference. Environmental causes take Parents/carers or practitioners being too busy to talk to the children Lack of understanding by parents/carers or practitioners of the importance of talking and listening to children Meal times not being shared with adults Noisy home environment radio always on Child being left alone for long periods of time Children with communication difficulties do not necessarily have any learning impairment.It is important to not assume that a childs ability to understand, listen and learn is diminished because of difficulties in communication. It is also essential to ensure that the child is not being bullied or teased by the other children. If so, it must be prevented not bad(p) away as there are many effects such as a decrease in confidence and self esteem. Type of encumbrance Examples/Characteristics Speech and Language Delay A child with these difficulties follow the normal pattern for speech and language, but at a slower rate or later than usual. Emotional Problems Being withdrawn and fearful of adults. A child with emotional problems is usually a result of abuse or neglect. Expressive Difficulties The child finds it hard to convey thoughts in words. For example, a child may say chair meaning table but does fully understand the difference between the two. Stuttering Most children go through a phase of not being able to pronounce words in the accepted way, repeating words and not being fluent. If a stutter does develop, it will be between the age of two and five years.Children who have a stutter have difficulty in coordinating the airflow in their mouths and the muscles around their mouths. Stressful situations, such as talking in front of a group, can make it worse. It is very important to allow the child to speak and not finish their sentences. You can help with props and provide lots of reassurance. Referral to a specialist may be required. Specialists admit * Transl ation services * Interpreting services * Speech and language services * Advocacy services