Level 3 Diploma Children and Young Peoples Workforce free essay sample

Poor communication can lead to misunderstandings and poor performance. More seriously can lead to harming a child and/or breaking the law. Colleagues. Being able to talk to others in the work place will give you more support and you can share ideas and information. You will be able to learn from each other formal and informally (staff training). You will be able to work as a team to create a work place that is good to work and learn in. The child. Good communication with the children will form trusting relationships and help them to settle in and to develop and to meet child’s individual needs. Parents/carers. Sharing information regarding children’s care and development, good communication between the two will promote positive relationships (as set out in EYFS). Outcome 2 – Be able to meet the communication and language needs, wishes and preferences of individuals. 2. 2. Describe the factors to consider when promoting effective communication. Things to consider: Tone and pitch of your voice, does it suit the situation or topic? A louder more direct communication maybe required if trying to get the attention of a group of children to come back inside. However this would not be suitable in a situation whereby a child is upset say for example if they have wet themselves and are embarrassed, this would need a quieter and understanding tone to reassure them. Use of language is important, when talking to children you need to keep things simpler than if you were walking to an adult, however if you talking to an adult using very simple instructions this may be deemed as patronising, so it is important to choose your language carefully. The speed in which you talk is also key. When talking to children I tend to get down to their level and talk to them at a relatively slow speed, this way they are more likely to understand me more than if I was walking round above them talking would talk to adults. Positive body language – show you are listening and give them your attention. Make eye contact get down to there level Outcome 3 – Be able to overcome barriers to communication. 3. 1. Explain how people from different backgrounds may use and/or interpret communication methods in different ways. Careful consideration needs to be taken when communicating with people from different backgrounds so as not to offend or confuse them. Some countries may speak more formally, others informally. So when we speak to people we must be aware not to be over/too familiar. When we communicate with people from different backgrounds we should use the right gestures and body language so that they know that we are being friendly towards them. Speak clear and slow as talking to fast could cause others to misinterpret us, and cause misunderstandings, and we should always use plain English. Some phrases that we use every day may be offensive to people of certain cultures or religions and this is all the more reason that we treat everyone equally, fairly and without bias. Also different hand gestures mean different things depending on the country that the person is from so what may be a friendly gesture to us may be an insulting one to them. The language barrier doesn’t only apply to different cultures and countries; it can also apply to different areas of the UK. A person who has a background of poverty may not be familiar with more complex conversations due to poor education and so it is important that we speak to them at a level that are comfortable with so as not to intimidate them. 3. 2. Identify barriers to effective communication. Language – English may be a second language, accents may be difficult to understand. Use of jargon – big words or phrases may not be understood. Literacy – can people read and write? Self-esteem – are people confident to speak up. Disabled – speech, hearing and sight impairments. Cultural differences – interpreting body language differently. Individuals prejudices. Poor environment – too noisy or busy. 3. 5. Explain how to access extra support or services to enable individuals to communicate. Communication and language needs and preferences include: the individual’s preferred spoken language and the use of signs; symbols; pictures; writing; objects of reference; communication passports; other non verbal forms of communication; human and technological aids to communication. Extra support can include the use of: key people; interpreters; translators; signers; specialist equipment to aid the individual’s communication abilities. Key people cover family, friends, careers and others with whom the individual has a supportive relationship. Seek information from: the individual; key people; colleagues; records; Taking appropriate action could include: repeating the message; getting individuals to repeat the message; using alternative forms of communication; seeking and acquiring additional help from key people and/or others within and outside your organization. Outcome 4 Be able to apply principles and practices relating to confidentiality. 4. 1. Explain the meaning of confidentiality. Confidentiality – information is kept secret and only shared with people who need to know. Not to be made public. 4. 3. Describe the potential tension between maintaining an individual’s confidentiality and disclosing concerns. When you work in a child care setting, you may fine out a lot of information about the children and their families. You may hear about divorces, illnesses, money problems, drug addiction, abuse, as well as other personal information. All this information needs to be handles carefully. Keeping up to date on laws and regulations and making sure you follow the guide lines on what should and shouldn’t be shared. Don’t share information with people who don’t need to know. Information should only be given to authorized people who need it to make decisions regarding a child’s care. Some information should be shared with all child care providers i. e. allergies or any heath conditions that need to be made aware off i. e. asthma. Any written information/personal information must be kept in a safe place and not left laying around for other parents or staff to see. This information should be in a locked file cabinet in the office. Don’t gossip – sharing information regarding a child’s personal information could lead to stories being made worse than what they are. The only information what has to be disclose is that of concerns of any kind of abuse, and this information must be documented and reported first hand, to the appropriate authorities. This information must not be disclosed to any other members of staff as could cause gossip and rumours or if an allegation has been made against a member of staff this could alarm them. While you may feel you have been put in a difficult position you must consider the child’s welfare first.