Reflection About Communication With Children

TDA 2.3 – Communication and Professional Relationships with Children Young People and Adults Interacting with and Responding to with Children and Young People

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

1. In your own words summarise the major learning points from the whole of the study programme with particular reference to:

The key is to adapt your behaviour, speech, body language and communication according to your audience. A toddler or a younger child will need simpler words, shorter sentences and some physical contact such as cuddles and high fives for reassurance, younger children also have much shorter attention spans so learning through songs, pictures, games and play may be beneficial, this again will allow the child to see you play with them or cuddle them allowing a bond to form and trust to build.

Adapting communication based on your audience is very important to ensure that your message is fully understood. Therefore, you must change how you communicate with different people and in different situations.

In this assignment I will be discussing the different way we communicate with children, young people and other adults. Also, how to deal with disagreements between children and adults. And looking at how we speak and communicate with people and the benefits it has

The age of the child or young person – Children will need to be spoken to in an age appropriate manner. Young children feel more comfortable communicating with adults if they are physically at the same level. They will need more reassurance and so a softer, quieter tone may be preferable. Its best to keep language simple and check regularly that they understand you. As children get older, their understanding of situations and their vocabulary will be better in most cases and so more sophisticated language may be appropriate. A child will be offended if they feel you are being condescending by using language they consider too simple for

Babies from the age of 0-5 months react to loud sounds and turn their heads towards where the sound is coming from for example a toy or voice. Babies this age watch your face when you speak and make noises when they here pleasurable or displeasurable sounds such and laughing ,crying and

Communications with children or a young person will be different depending on their age, you would not speak to a 4 year old in the same way as say an 11 year old, for example. You need to adjust your choice of words and expressions so a young child child can understand what is being said to them. Younger children who have just started school or children who are new to the school will most probably need lots more reassurance so we must ensure we are always approachable and aware of these children to help them settle happily in to their new environment. It may be that they wish to hold our hand at playtime or stay close to feel secure in their new environment but these small exchanges will hopefully encourage a trusting relationship between

The developmental theories can not be more evident than during the out of class assignment at the daycare facility. During this independent assignment, I was able to observe and interact with pre-school children in an environment that is both encouraging and facilitating to a child’s developmental growth. So, just as Piaget in his developmental theory believed that children takes an active role in the learning process, acting much like little scientists as they perform experiments, make observations, and learn about the world; the pre-school teachers allowed them to do just that. Indeed, the teachers at the day care provided room for the child to learn and explore while at the same time adhering to a structure that set boundaries and limitations. Thus, the pre-school children, begrudgingly, learns to follow a meticulous schedule of activities and rest.

When you are friends with someone who you are attempting to have a serious/detailed conversation with about things friends do not normally talk about, it sometimes can affect the outcome of what is trying to be achieved. So, I asked Krystal to talk to me like she normally would, as a friend and not an interviewer. And instead of asking her a series of new questions, I decided to ask her previous questions that I had already asked prior from earlier meetings that the two of us had engaged in, about her career.

One of the people who I chose to interview from my subculture of people with siblings who have developmental disabilities is my roommate Hannah Dorough. Hannah and I had met briefly before coming to school at various events through the University Honors Program before we truly introduced ourselves at SOAR at the beginning of June. Since then, we have become close friends throughout our time spent living together in our dorm room. I interviewed Hannah in our dorm room this past Sunday after I got back to school from my weekend at home. We were sitting in the living space of our room that we share with two other girls when I interviewed her about her five-year-old half-sister named Bethany, who has autism. Hannah sat on the arm of the couch while I sat on the couch cushions because that is where we both prefer to sit, even when we are just hanging out around the room. Hannah moved throughout the kitchen area and living space, as well as venturing into her room and bathroom when she received a call from her boyfriend, Alex, during the interview. I, however, remained in my spot on the couch for the interview 's duration. I chose to interview Hannah in our dorm room because the setting was comfortable for both of us because we live there. However, there were a few distractions in our room because my other roommates and a few friends were over at the same time, so they were having their own conversations at the same time. Despite these distractions, I feel that our interview was

This particular book How to Talk So Kids Will Listen & Listen So Kids Will Talk by Adele Faber & Elaine Mazlish is a great book for parents and teachers to read to help develop good communication skills with children.

The Interactionist perspective focuses on the importance of sociocultural interaction on children’s development of language. It states that children acquire language through their attempts to communicate with the world around them. In addition, the interactionist perspective has a strong focus on the actual language development process itself. Adult’s communication with children plays an important role in the language development process. Through conversations with adults, children are exposed to higher levels of functioning (i.e., vocabulary or linguistic structures) that is beyond their developmental level.

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.