Effective communication is vitally important in the development of positive relationships with children, young people and adults. I make sure that when I am communicating with young people and adults that clear boundaries, expectations and key issues are properly communicated to lay the foundations of our relationship. It is clear both within the school I do my placement in and as a parent that the more involved parents are in their child’s education, the better the pupil performance and behaviour is at school. Whether, it’s just being aware of their progress and understanding their achievements and weaknesses, or parents taking a more active role and becoming involved with the school itself when they are able to. This is also the case where pupils have the opportunity to shape their own learning. An example of this need to provide clear, appropriate communication is the pressure from parents for their child to either start a reading book or move up a level. Whilst doing my placement if a parent approaches me with a concern such as homework struggles such as literacy or numeracy and they are particular concernened. I would then clearly communicate to the parent/carer that I will talk to the class teacher about their concerns and feed back to them when they are next at school . I then wait until all the children are in and all parents are gone before talking to the teacher. One of us will reassess the child’s reading abilities that day and the teacher will make a decision based upon the result. Often a child is unable to correctly say the sound or struggles with a particular letter/digraph/trigraph which is what is holding them back. This is then verbally communicated back to the parent/carer by either me or the teacher and support and advice given on how to develop these weak areas are passed on to the adult involved. It is also equally important that all adults, young people and children feel that they are able to communicate back.
How communication with children and young people differs across identified age ranges and stages of development 0-3 years, 3-7 years, 7-12 years, and 12-19 years 0-3 years
Between the ages of 0-3 years, children are just at the beginning of their language and communication development. (They may have a vocabulary of about 300 words).We have to speak in a language that they can understand and avoid ambiguous words.Nursery rhymes and sing-songs help them to learn new words and actions. So may be at tidy up time instead of shouting ‘tidy up time’ They can sing the tidy up song. It alerts the children that they have to tidy up their areas. We are communicating with them using the song and at the same time they are learning new vocabulary and cooling down.
3-7 yearChildren at this stage