Beruflich Dokumente
Kultur Dokumente
As when the child or young people feel relaxed they will the child education
and development.
Explain the principles of relationship building with children, young and adults.
(1.2)
In my view all good relationships are built on warmth, caring, mutual respect
and a willingness to listen to and accept one another. Relationships with
children are especially tender and deserve extra attention and care as
children are developing their concepts of the world and their place in it.
Children look to the relationships with caring adults in their lives to answer
many questions. They want to know, "Do I belong?" "Am I doing all right?"
"Do you see who I am?" and "Am I safe with you?"
They may not ask these questions with words, but they are looking to their
relationships for the answers. It's important that you communicate how much
you enjoy having the child or young adult you want to build a relationship
with in your life. You can do this simply by giving the priority to the child or
young person and leave everything else for a moment and giving them your
full attention and a warm look. Show the child or young person or adult that
you are pleased and fully attentive to whatever the child or young person
presents. You'll be amazed where things go when we make time for them to
unfold.
We should also remember that different cultures will have their own norms of
behaviour which may extend to gestures, body language and eye contact.
Explain the skills needed to communicate with children, young person and
adult. (2.1)
While you were listening them make sure to have an eye contact and if
communicating with child show your interest by saying different expressive
work like ' that's sound amazing' or praising them if they are telling about
their good act .you have to get down to their level while communicating with
the children.
Get involved with children while communicating for example if the child is
talking about a story book ask different question like' what is your favourite
character' , did your like the story ? , Which part you find interesting in the
book?
Explain how to adapt communication with children and young people for: the
age of child or young person , the context of communication and
communication differences.(2.2)
We also need to give older children opportunity to talk and express their
views and opinions and it is vital that you make them feel that you are
interested in listening to them. An older child still needs to understand
boundaries and behaviour expected from them.
Active listening, taking note of their views and opinions. Showing smile and
being polite to them.
We can also communicate with them in formal or informal language, they are
more self conscious when speaking in front of others. If Young person who
have difficulty in social skills, adults communicate with using good manners
may help building up social skills.
Explain how to adapt communication to meet different communication needs
of adults.(2.4)
Communication with the adults, use the respectable language , When we are
communicating with adults it is important to address them by their preferred
title this in turn is showing respect. It is important for them to feel
comfortable with you, especially since you are going to be working closely
with them in the classroom, In my practice we reinforce that by showing
respect their views and ideas. We also encourage the courteous and polite
way of communication in my practice.
This will make it easier to work in a team and therefore less likely to cause
friction in the setting, this will also make you a good role model for children
as well as the adults.
Explain how to manage the disagreements with children , young people and
adults. (2.5)
Everyday kinds of conflict that happen all the time in schools . However to
deal with these disagreement you should follow the school policy and
procedures, You should not to deny them help if they want it, but to give
them as much opportunity to sort out their problems for themselves without
taking over and doing it for them. In most circumstances the schools use
procedure guide line that could be listen calmly to the both sides, You Should
encourage them to reflect - "I can see you are very upset." " I can understand
why you are annoyed."
As a TA you should give the child opportunity to resolve the problem for
him/herself - "Is this something you can sort out for yourself or do you need
my help?" . Listens carefully to both sides, while insisting that each side
If you are working with nursery children and they squabbling over something
suppose a Push chair, you should first wait and see if they can resolve or sort
it by themselves often children do. However if they are unable to sort it then
you can step in and ask both children and then putting their ages into your
mind you can explain them:
1. If there are two prams so they can both play with prams or
2. If there is only one pram so I will explain they have a choice, they can
either play (and share) together and one push, whilst the other holds on, on
one side and then swap over or
3. They must decide who is going to play with it on their own for a few
minutes - often the older/more able child is able to understand that they will
have a turn very soon. Explain that you will make a note of the time if they
choose this option.
This is a good time to explain that it is much more fun to share - because
they have a friend to play with, very rarely have I found that a child wants to
play alone - unless of course they are very young and are not at the stage
where they are looking to form relationships
Every Adult who is working with the children or young people should have the
knowledge of the legislations and how they are using in their practice. As a
TA my responsibility is to keep the information confidential and record it
wherever needed. In our practice we reinforce it by using the data protection
act 1998 as a guide for our school procedures. All staff use this and follow
that guideline.
In school we can gather some information about the child which is related to
needs in the school such as dietary needs or any allergies child may have,
any educational needs, medical information like if a child have to take any
medication during the school time or any medical condition which can effect
the child education .
The school has a Confidentiality Policy, which all staff needs to be aware of,
this sets out the school's aims and objectives relating confidentiality and
gives guidelines on how to handle confidential information. The Data
Protection Act 1998 states that any organisation holding confidential
information should be registered with the Data Protection Commission. The
Act gives eight principles of practice that govern the use of personal
information. Such information must be processed fairly and lawfully, we can
only use it for the purpose for which was gathered. It should be adequate,
relevant and not excessive, also very accurate and kept no longer than
necessary. The information should be processed in line with the individual's
rights and kept it in secure place and discard it when it is not necessary.
Justify the kinds of situation when confidentiality protocols must be breached.
(3.3)
As a TA when you work with children and young people will come to know
most of the personal information like date of birth, address and contact
details and also sensitive information like behavioural issues, some medical
information, family background, whether parents are divorcing and so on. It is
the responsibility of the adult to keep this information confidential. You must
protect the identity of the child they work with and that of their families and
carers. You must do everything in their power to protect the privacy of every
child and adult.
This can be done by keeping their personal information safe and secure. You
can pass it on those who have authorised and legitimate reason to have the
information only after they have permission from their parents and carers.
This involves parents signing a consent form. If parents refuse permission
then the school would not able to pass on the information even if it involves a
behavioural specialist working with a child who has special needs.