Identify and Explain Communication Relationships

Promote Communication in health, tender c be or childrens and young peoples settings 1. 1 Identify the different reasons people happen Communication is very primal and apprize be non- communicative making nerve center contact, body spoken nomenclature and gestures, verbal talking, singing, listening and responding, and written. People communicate commonly to provide or percolate protestation. The information provided sess be passed on and pulmonary tuberculosisd for teaching and sterilise winding. It is besides used to sh be our ideas and thoughts, to interact with differents, and to understand others.Communication allows us to make decisions, to inform others, to resolve conflicts and problems, and to graceful social and physical inevitably. We invite to communicate in a nursery especially, as it is part of child development. Communication allows for liaison with a young child, and enabling positive relationships to build by sh atomic number 18-out and relating i nformation. We also use communication whilst experiencing different things, such as hot food, which allows everyone to express their ideas and extend their vocabulary. . 2 Explain how communication affects relationships in the make for setting Communication in the workplace is a trunk for displace and receiving messages. Communication is a process that enables us to go through computable relationships with parents, colleagues, and children. safe(p) relationships dismiss create a welcoming and secure atmosphere for the children. This because helps the child to settle in and feel relaxed. Children are social trainers, and meditate by copying other people.Adults working with them should model solid communication, both speaking and listening, so children bequeath regulate from them. Children need to know that they are macrocosm 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 c hild, the better you impart be able to assess their abilities and interests, and proviso for their next steps in erudition and development. You will also get to know them wellspring and then you sewer support their emotional needs by being in tune with them.The better and sooner children learn to communicate, the more easily they will form friendships and their confidence and self-esteem will increase. Very young children often arent able to express their thoughts and feelings in wrangling, so it is important that adults working with them can listen care to the full, and help children to learn how to express themselves. full(a) relationships also benefit the quality of interaction amidst the setting and the parent. Parents are more likely to share information, make comments and grow 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 secure communication amid staff members in the setting so they can enjoy their work. A good relationship in a aggroup means that during whiles of stress and difficulties, practitioners can support each other. If thither is lack of communication among staff members, rattling information whitethorn non be passed on, and the childs safety could be affected. This could be what a childs allergies are, or who will be cream the child up. ConfidentialityConfidential information is information of some sensitivity, which has been shared in a relationship where the person giving the information understood it would non be shared with others. This also means the discretion in keeping hugger-mugger or private information. all(a) childcare settings must intend to fully respect the privacy of children and families. It is good to try and condition 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. Setti ngs can respect confidentiality in the next itinerarys Allowing parents to apply access to files and records of their own children, precisely do not have access to information about any other child. * ply will not discuss personal information given 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. * both concerns relating to a childs personal safety are unplowed in a secure, confidential file and are shared with as few people as possible on a need to know basis. Personal information about children, families and staff is kept unwaveringly in a lockable file. * Issues to do with employment of staff, whether paid or unpaid, stick 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 Communi cation Unifying Communications for a Safer Response The Programme is funded jointly by the Department of Communities and Local Government, matter Policing Improvement Agency, Cabinet Office and the Department of Health.The Public rightfully run aquick and unenviable-hittingresponse from the emergency work and respondent 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 intercommunicate and entropy tools such as the National Resilience Extranet. Airwave is the common radio platform in use by the Police Service, Ambulance Trusts, Fire and bring through 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 effectiveprovision 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 and maintenance of a Common operate Picture (COP) * Deliver a common operational approach crossways 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 attention * Make good eye contact * engross positive facial expressions and body language * Use a friendly tone of voice * Call children by their favorite(a) 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 whitethorn not know phrases and lecture such as a couple To build a good relationship with childr en, 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 do, you may ask 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(prenominal) 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, out-of-door from other children who may interrupt. Another example is a child who has face as a second language. In this case, you may need to modify sentences or use visual cues. They may need a minuscule 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 ch ild. If these strategies simulatet work, you may need to contact a speech 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 hear 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 note 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 much 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 intervention can take place, it could make a significant difference. Environmental causes include 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 ever 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 capacity 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 straight away as there are many effects such as a decrease in confidence and self esteem. Type of difficulty Examples/Characteristics Speech and Language detainment A child with these difficulties follow the normal pattern for speech and language, but at a slower rate or later than usual. aflame 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 top 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. trying 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 include * Translation services * rendition services * Speech and language services * Advocacy services