Communication Unit Essay Example for Free

Communication Unit establishTo build human relationships by smiling, waving or just now separateing hello when building a relationship with a new baby, new member of staff or new p bents settling into our setting. Maintaining relationships by simply saying hello or skilfulbye to hatful and nestlingren in our setting is master(prenominal)taining a relationship which involves a lot of our language and communicating use. To gain and sh argon teaching which helps us in the path we work. training we gain and sh atomic number 18 not only comes from the pincerren only from the pargonnts, families, colleagues and new(prenominal) professionals. To gain reassurance and acknowledgement by openhanded nestlingren praise, physical reassurance, making eye contact or showing interest in what activity they are doing as well as providing colleagues with reassurance and acknowledgment in sharing new ideas and entropy. To express lacks and feelings this includes colleagues, parents and nipperren as we subscribe to be able to express our trains and feelings in order for needs to be met and for the in force(p) running of the setting. To share ideas and thoughts this includes colleagues, parents and children such as creative ideas and thoughts. (A. C 2) It is alpha to establish good relationships with children, parent, colleagues and different professionals to tally the effective running of our setting which allows for us to plan and meet their separate needs.Those with good intercourse skills such as body language, facial expressions and slipway in which others listen and talk to you, go out cave in arduous relationships with parents, colleagues, children and other professionals. Some ways that conference affects relationships are Sharing and gaining information as we need to be able to share and gain information to help the effective running of the setting which whitethorn include information on how the child is feeling, what interes ts them, every information to do with their wellness and welfare such as either allergies, or conditions i. . asthma, learning needs i. e. referrals to speech and language therapist.Settling in as children would feel un sluttish settling in until they are comfortable with us which means that identifying ways to communicate with the child is main(prenominal) to start building a relationship with them which depart help fall ab move them. It is not only the child who whitethorn find it laboured but their parents also so it is important to find ways to communicate with the parents to build a relationship where they pitch total confidence and commit in us to allot for their child. Supporting childrens play and learning this depends on the quality of the relationship between enceinte and child as children play and learn more effectively when they are relaxed and comfortable with those around them. They will also benefit from playing and learning activities with adults throug h good communication which stack allow adults to help them learn new vocabulary, develop different concepts and express ideas. As children get sure-enough(a) they will move between different setting s such as from day babys room to nursery school which means they will be around different carers during a day.This eject be made easier if all adults involved share a good relationship which allows them to communicate easily. Effective teams as we often work with other professionals it is important for us to work well together and build strong professional relationships as the quality of relationships with other professionals can be enhanced or threatened depending on how we speak to them, react to their ideas or suggestions and the tone in which we speak to them. It is important to take a crap a good relationship as if the relationship has broken down then the quality of service for children and their families is likely to be less effective.Outcome 2 Be able to meet the communicat ion and language needs, wishes and preferences of individuals (A. C 1) This will be seen in observation. (A. C 2) There are a number of factors that early years workers need to consider in promoting effective communication with others as it is inwrought to consider different communication methods which are the right communication style, although most of our communication is based on face to face interactions at that place are certain factors we need to consider when using this communication style such asEnvironment which is important to think almost the location as in a busy and loud environment it is hard to communicate and have a conversation such as for parents and raw people we may subscribe to a quiet place whereas with toddlers and raw children we need to provide a welcoming and friendly place. Proximity, preference and posture which helps us to be sensitive towards other peoples needs such as children who we may have a strong positive relationship with may feel better having us close to them but with children who we do not know this might scare or push them away which also requires us o be observe when communicating. Also how to position your body when communicating as to not be so direct when stand up right in front of a child or adult as this makes it uneasy to break eye contact which could make the encounter uncomfortable where standing at a slight angle allows it to be less direct and at ease to break off eye contact, although it is not only how you position your body but on posture also whether standing or sitting as you do not want to seem bored by possibly being slouched down. It is important to think about what signals we moot out.Listening skills which is also known as vigorous listening which requires not only listening but observing body language, gestures, facial expressions and other signals that are being sent out by the child or adult. By giving your full care to the other psyche is not just listening to what they are saying b ut on how they say it which is important when encouraging raw childrens speech and dealing with parents. Time it is important to not freshet communication as children and adults need cartridge clip to think of how to serve and what they would like to communicate in conversation. A. C 3) This will be seen in observation. (A. C 4) This will be seen in observation. Outcome 3 Be able to overcome barriers to communication (A. C 1) Communication is based on sharing and is important to memorialise when promoting effective communication is that not ein truthone shares the same views and experiences such as childhoods, culture, family coverground or linguistic knowledge. and then we can not be sure that our own personal styles of communication will be effective. A number of factors that can affect peoples communication areCulture and family background affects the way in which people communicate as in some cultures eye contact is interpreted differently and is not essential in the way they communicate as well as family background as each family is different and share their own ways of communicating together such as children who go out bad language at home and repeat it not realising or a child who hears more than one language at home. Some children may come from a loud and confident family whereas another(prenominal) may come from a shy and timid family which affects the way they communicate in childhood and in adulthood.Personality can affect the way in which children and adults communicate as early on we can see children who are more daring and outgoing yet they may not have develop language. Identifying and observing a persons personality is important to communication as a child or adult may seem not interested or bored where it is actually they do not like to speak in groups or to people they do not know. Literacy which involves reading and committal to writing as some may have developed these to a higher level whereas others may find them difficult for di fferent reasons such as learning difficulties or language barriers.ICT knowledge which involves sending and receiving emails, having earnings phone conversations or glide slopeing and uploading photos or video clips. Although some people may share them same difficulties they may have with literacy and may or may not prefer this type. Confidence and self-esteem are the main factors in the kinds and styles in which people communicate which could lead on from previous experiences they have encountered such as a child was made fun of because they said or spelt a word faulty so in later life they avoid spelling and writing, where a child who listens may occasion a confident adult who will share their opinions and views. A. C 2) Some potential barriers to effective communication are Information the vector may want to send but have language difficulties and is ineffective to express themselves in spoken or written forms. They may also not understand others needs. ( encryption as the sender may send out an inappropriate method of communication such as a written formal letter rather than a verbal conversation. The sender could also may have difficulty in choosing appropriate words or use an inappropriate tone of voice.The sender may write illegibly or have language difficulties and are unable to express themselves. ( hit such as emails may not be received, post may go missing, background encumbrance may interfere, verbal or written messages sent through children may not come crosswise fully, voice mail may not be listened to by recipient or verbal messages sent by an adult may not come across fully. ( Reception as people come from hearing difficulties they may not produce that the communication was meant for them or a person with a visual impairment may not be able to see facial expressions.Gestures or written messages clearly. ( decoding the recipient may not understand or hear the message correctly because of language difficulties, may not have the time or experience to fully understand the intended message, their past experiences curve how they receive and interpret messages, the relationship between sender and recipient may influence communication whether the sender is someone the recipient does not know or the recipient may be distracted and not listen fully to the message. (Feedback may not be seen which means the sender may not realise that there are difficulties in their method of communication, they may not show any facial expressions or may interpret the recipient reaction wrong. ( Response may not be sent back and the message has not been received or fully understood or the sender may respond negatively as method of communication is misunderstood or unclear. (A. C 3) This will be seen in observation. (A. C 4) This will be seen in observation. (A. C 5) There will be a time when extra support may be needed to share effective communication with a child or adult and to meet their needs which include savoir-faire and Language Se rvices which we may need the support of such as speech and language therapists who help us find was of communicating with children and young people. They would also provide us with support, guidance and suggestions of resources we can use to help aid us in communicating with children and young people such as the picture ex mixture communication system (PECS) or provide training in visual systems like makaton. Speech and language therapists work closely with infants, children and adults who have various levels of speech, language and communication problems.They would also work with people who have swallowing difficulties. They would assess the clients needs in front developing individual treatment programmes which would enable the client to improve as much as thinkable involving families, carers and teachers. Speech and language therapists usually work as part of a multidisciplinary team with other health professionals such as doctors, occupational therapists, psychologists and phy siotherapists and may also liaise with professionals in education and social services.Speech and language therapists job responsibilities include identifying childrens development Identifying their speech and communication difficulties/disorders Assess and treat swallowing and communication difficulties caused by congenital problems like cleft palate or acquired disorders from a stroke or daub Devise, implement and revise treatment programmes Monitor and evaluating clients progress Advocacy Services as part of the get together nations convention on the rights of the child we are obliged to share information with children and young people on matters that are important to them.The child would then be assigned an advocate whos job office staff is to put forward the childs best interests and to relay to others the feelings and needs of the child or young person. Advocates are particularly essential for children and young people who are in local authority care or for children and young people with communication difficulties. One type of childrens advocate represents or gives voice to an individual or group whose concerns and interests are not being heard.A child advocate will shew to prevent children from being harmed and may try to obtain justice for those who have already been injured in some way. A child advocate may also seek to ensure that children have access to positive influences or services which will benefit their lives such as education, child care and graceful parenting. Another form of child advocacy happens at the policy level and aims at changing the policies of governments or even trans national policies.These advocates do lobbying, policy research, file lawsuits and engage in other types of policy change techniques. Outcome 4 Be able to apply principles and practices relating to confidentiality (A. C 1) Confidentiality is data protection and is about respecting peoples right to privacy and keeping information safe which they have provided and not share with other people or pass on personal information about the families and children you are working with, move out when it is in a childs best interest to do so e. g. here are concerns about a childs welfare as they are showing signs of abuse so I would approach my boss or manager about it but not argue it with anyone else unless it concerns them or if a parent has asked for the contact details of another childs family where I could not give that information as I do not have consent to give it out nor do I have access to such information. Otherwise as a main rule it is essential to consider all gained information as confidential. Most settings have a confidentiality policy to help ensure that this applied which all employees MUST read and apply to their work.Congeniality is very important when working with children and young people that there is a legislation that covers all the stored information. That legislation is data Protection Act 1998. The information Protec tion Act 1998 covers both electronic records and paper based records. It strictly regulates the keeping of records, passing of information and the storing of data. The act was created to protect peoples confidential and personal information from being shared without consent. whatsoever work settings that collect and store information about children, young people and their families moldiness register with the Data Protection Commission and anyone who has access to any of the information must follow the acts principles. All information stored must also be up to date and access secured. (A. C 2) This will be seen in observation. (A. C 3) When working in early years settings parent and children have a right to confidentiality although there may be some times when the need to maintain confidentiality will be breached if disclosing concerns such as if there are concerns about a childs welfare e. g. abuse.Where abuse of a child or young person is suspected all settings should have a design ated person/s to deal with child protection turns. If you have concerns that a child is being abused it is our job to disclose this information to the designated person of the setting unless you think by disclosing the information will put the child/young person in further danger which can be very hard to work out so having colleagues to discuss this will help you come to a quick and more accurate conclusion. This can become very difficult if you feel that there is a child or young person abuse issue and the designated person thinks that there isnt.I think if you have a doubt then it is better to be safe than sorry and maybe monitor the child gathering more information but if the child is in significant danger then report it to the safeguarding board immediately. Parents will have had a copy of the child protection policy which states that information regarding every child will be disclosed if it is deemed that any child is in significant harm or danger which gives us the right to report any kind of abuse to the safeguarding board without the parents, carers or guardians permission.However it is important to follow the right steps whilst reporting a case of abuse or a suspected case, we need to gather the correct information such as if a child or young person discloses information to you do not promise to keep a secret because we will have to disclose the information given and this will make the child think that they cannot trust that person anymore as they trusted you in the first place to disclose the information.Also a main feature of sexual abuse is that the abuser asks the child to keep this a secret between them. Breaching confidentiality is very serious and most settings have a office in which you should follow in the case that breaching confidentiality arises. Information should be passed quickly and directly to the person in charge of dealing with such concerns although confidentiality is still upheld so that other staff, parents, etc do not know anything about the concerns UNLESS they do need to know.