T.D.a 2.3

Topics: The Child, Data Protection Act 1998, Childhood Pages: 11 (4205 words) Published: June 27, 2013
T.D.A 2.3: Communication and professional relationships with children, young people and adults.

1.1 Describe how to establish respectful, professional relationships with children and young people. It is important if you are working alongside children, that you have a good relationship with them. If you do - this will allow them to learn faster in a healthy professional environment because you have an understanding between you. Respect is another key element. Without it, teaching can be impossible because everything goes in swings and round-a-bouts; you’re causing stress not only for yourself but for the children as well. To create a good respectful lasting relationship there are a few things that you can do: * Listen – it is important for the child to know that you care, get on their level and listen to what they have to say; even repeating parts of what they say so that they know you’ve taken an interest. However it is also key to know when to say enough is enough, “tell me later” “hold that thought and tell me at break or lunch”. This way the kid knows that you are listening but they have the information that something else is happening. * Share – Telling them about things you’ve done over the weekend, relevant things you’ve seen all show that you are a person that can be approached, this gives them something to relate to, opens conversations and discussions up. * Be fair – Children are quick to pick up on an action and if it is fair or not. So be vigilant and make sure you are being fair. However the children also need to know that you are the responsible adult and therefore some discussions may not seem fair to them. In these situations make sure you have enough evidence to back yourself up so they understand. This way you are treating them fairly and they understand this. * Communicate – it is important to be able to communicate well with all the children around you so that you can all work as a team. * Authority – We all want to be liked by the children however, we do also need to show the boundary of friendship so that the line isn’t blurred. If the children know you are in charge they will also have more respect for you and the boundaries are clear. 1.4 – Describe how own behaviour could:

Promote effective interactions with children and young people. * If a child see’s you enjoying spending time with them, interacting and taking interest in what they are doing or what they have to say then they are more likely to want to talk to you and create a positive relationship with you. This way you are also creating a good example for others around you which in turn will promote a positive working and learning environment and atmosphere. It’s important that you are seen as a leader who is there to teach and to be followed but at the same time you are approachable and understanding, all of this can be achieved through basic body language and verbal interactions. Impact negatively on interactions with children and young people. * Children as very good at reading body language or picking up on the tone of your voice. However well we try to hide something we show a lot subconsciously which the children will pick up on, for example if we haven’t slept and are tired, our reactions might not be as sharp as they normally are, this could allow the children to take advantage of this resulting in tension from both sides. If you are annoyed or angry it is very easy to then transfer those feelings onto the immediate people around you – this shouldn’t happen in a teaching setting but it is also human nature. * Children want to have the constant reassurance about where they stand with you and if they don’t get this they become confused. It is important to maintain a high professional relationship with the children around you, acting in the best way you can with a positive attitude.

2.2 – Describe the importance of adult relationships as role models for children and young people. * If the children...
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