Communication In Child Communication

Socialization deficits are a major source of impairment regardless of cognitive or language ability for individuals with ASD. Furthermore, social skill deficits do not remit with development. Indeed, impairment and distress may increase as children approach adolescence because the social milieu becomes more complex and the child becomes more aware of their social disability” (White, 2006, p. 1858) As Dr. White mentioned social deficiency is not a situation that goes away with age and can have lifelong effects if not addressed by an intervention to help the child to learn acceptable and expected social behavior. These social impairments manifest themselves in many varying ways and degrees such as “speech, linguistic conventions and interpersonal interaction.” (White, 2006, p. 1858) Problematic areas include impairments in turn-taking in conversation and the ability to understand other’s perspective, proper use of pitch and inflection in their speech, obsessively dwelling on certain topics, difficulty in expressing and understanding emotions, and difficulty with nonliteral language uses such as metaphor and sarcasm. These impairments make communication with others difficult and uncomfortable for the ASD child and can cause a cascading effect, causing them to withdrawal from social situation out of frustration with their inability and embarrassment, or cause peers to distance themselves from the ASD child because of this seemingly awkward behavior and

Unit 3.3.1 – How communication with children and young people differs across different age ranges and stages of development

It is always important to ensure care and sensitivity in children. Children with communication difficulties such as: -

A few sets of parents underwent training in order to correctly teach their child the most effective way possible. The dependent variable being measured was the language skills their children learned over the course of a few months. months. This study reported, “that a group training model for the parents is beneficial in targeting language deficits observed in children with ASD” (Minjarez, 98). The children from the study presented enormous growth in their language skills as well as behavioral and emotional. These experiments as well as others currently being conducted help provide beneficial evidence that focus on other ways to provide education for children with ASD. Overall, while PRT itself has tremendous benefits, the fact that it can be brought into the home with evidence that it is effective is even better. This method has continued to be revised and studied for many years since the 1970’s and making it available to everyone who has a child with ASD is the overall

In order for communication to be successful, whether with children or young people, various different skills are necessary. First and foremost, you will need to ensure that the language you use is at an appropriate level for the age of the child or young person you are speaking with. If you use words and terms too complicated for a young child to understand, communication will fail. Equally, if you use language that is too basic when speaking to a young person, you might run the risk of sounding patronising to them.

Children with autism spectrum disorders life can be challenging. In the article “Practice Pathway Address Problems Behaviors for Children with ASD” (Haelle, Tara 2016). Practice Pathway “is to describe the expected practice in relation to children whose needs may fall within the autism spectrum disorder” (www.leics.gov.uk). It’s a program put in place for children with ASD. A treatment not a cure, but the right treatment for their problems. Two main issues for children with ASD is irritability and behavior. This study defined the behavior, assessed it, treated it and sees how effective treatment is.

To maintain a positive relationship with children and young people it is important to adapt the variation of communication levels. Communication adaptations for a child may be because of their age. The age of a child will play a massive part in communicating as you will have to adapt the extent or communication and vocabulary used as they won't have a broad range. The context when communicating with children may be less formal to ensure the child understand what is happening. Children of a young age have various levels of attention and is important to try and keep the child interested until the task is finished, this can be done by showing support and reassurance to their work and also to keep listening to what they are trying to do and show.

There are many different opportunities out there to help children to communicate better. One way to help make the children’s communication more effective is investing in a translating service. The translating service is all about making documents of writing easier for parents/carers to read in a language that they will understand better. Not all parents’ speak fluent English and may find it easier to communicate in their own language rather than English. In this case to help communicate with the parent you would translate any documents which the parent needs into their own language i.e. translate the policies of the setting in English to Chinese. Here translation is very effective when communicating with the parents/carers as they can understand information more in a way which is better for them, it also helps the nursery to provide the

There are similarities when communication with children, young people and adults. For example; eye contact should be maintained, active listening should be demonstrated with both age groups. Responding positively to feedback that has been given, speak clearly to both age groups.

‘Good communication skills are essential for children to reach their potential in life: in friendships and relationships, at school and emotionally.’

When caring for infants and toddlers there is a degree of care that has to be mutually positive between the child, the family, and the caregiver. I have been fortunate to experience this fully and have seen the wonderment of learning and independent development with children as they continue to grow. Unfortunately, I have also seen where this has not worked well.

There are many concepts that appear in Margaret Edson’s play, W;t that also appear in the classroom textbook, Communicating in Health, by Athena du Pre. Throughout pages nineteen through thirty-one of Edson’s W;t, important concepts that appear include transactional communication, physician centered interview, motivational interviewing, patient centered interview, health history form, self-advocacy, and teamwork.

When reading this article on effective communication skills it point out all the different way to communicator with young people. I feel that verbal and non-verbal played a very important role when talking to young people. I like the way that the article points how to expressive your word instead of doing it the mean ways. I believe that communication effectively with children requires a particular, and some techniques will vary from each child. My understanding by using one the following tips will improving your communication skill by use one word, avoid guilt trips, flash code words, write a note and by acknowledge the other person’s feeling. I feel that a parents should have a full understanding what the problem is before they start to

Children rely heavily on the input of their surrounding environments to develop these skills further (Eileen Allen & Marotz, 2003). The communication strategy used by children over the first year of life is predominately non-verbal before development progresses to include verbal communication (Rodnick & Wood, 1973). McDevitt and Ormrod (2010) suggest social emotional, physical and cognitive development is facilitated by the experiences children have in their “family, school and community” (p. 5). This raises the idea that the level of communicative development may differ greatly between children depending on experiential exposure. Rodnick and Wood (1973) expand on this further suggesting children will actually develop a level of grammatical and language understanding which is essential to communication, long before they commence schooling. In research conducted by Rodnick and Wood (1973) it was noted in their findings that the children subject to their research demonstrated a lower level of communication than expected at around the age of seven and suggest it may be due to environmental factors. This then draws some attention to the educator and their ability to teach a developing child not only the importance of communication, but also the skills of appropriate and effective communication.

Based on my own experience I would like to dive into my position on the issue of childhood communication that directly affects a child’s development and education. Communication is essential to human life. We learn how to communicate first and foremost from our parents, or those who raise us. These people whom we depend on are who determine how we learn to communicate with and understand others. When children are growing up communication is crucial to their innate human nature, and the way they develop as adolescents is a building block to the kinds of relationships they form later in life. Childhood growth and development are indefinitely affected by different environmental and cultural situations in which a child is subject to. When acknowledging the undeniable gaps in maturity between children many factors come into account; money and environment. More importantly my standpoint on this issue would be the idea that children who grow up in a relatively less affluent household/area are more likely to face much more problematic issues with learning and communicating. I argue that the more impoverished an area is the less advanced the communication is between parents and children, but I also believe that there is a disparity between the children who grow up in an affluent setting.