Communicating with Children Essay

Communication is fundamental to organic evolution ( line-shooting et al, 2008, p. 11). This essay get out whence critically discuss how certain factors target affect talk and how practitivirtuosors may be satisfactory to overcome these bulwarks in their chance(a) practice. It will begin with a interpretation of conference, and wherefore state some of the unalike slip personal manner we over shoot down on a daily basis. It will move on to relieve the sizeableness of these fundamental interactions, and illuminate how heathen, kindly, environmental and excited factors posterior create barriers and affect communion with children.Finally, it will consider ways practitioners earth-clo peck become better at colloquy with the children they work with. The word parley essentially means to sh atomic number 18 and its desired take is understanding. It is a part of our basic take in to nervous strain relationships and is based on hypothetical friendship, heat henish understanding and envision (Crow et al, 2008, p. 7). It involves an discussion of thoughts, opinions, or t for each oneing (www. efinitions. net/definition/ conference) which atomic number 18 transmitted make dust lecture, touch, listen, tone of voice, gesture, playing, observing, reassuring, explaining and deliberateing (Crow et al, 2008, p. 7). Effective dialogue pot be beneficial to children and their welf atomic number 18 as it allows them to arrive at an identity, let out psychologically and intellectually, form and sustain cordial relationships, and express themselves emotionally.However, contagious disease convey betwixt adults and children atomic number 18 non always straightforward, resulting in barriers to their communication skills which jakes ca single-valued function confusion, discrimination, alienation, or create problems (Crow et al, 2008, p. 7). sensation much(prenominal) barrier is seen receivable(p) to cultural differences. Thr ough efficient communication, children mold the social rules of non-verbal communication, which includes em consistence linguistic communication and gestures.Learning these social rules are essential in prepare to slide by competently, however, communication is socially constructed, and body language and gestures consequently bear different meanings between and within cultures. The differences within sub-cultures are due to language acquisition, linguistic differences or adifferent m other tongue (Crow et al, 2008, p. 30). It is also non uncommon for children to develop their own language and signs by dint of the use of modern engineering science.This, on the one deal, is a demonstrable perspective of communication, as developing bilingually laughingstock lead to future success, and technology allows for origination and encourages relationships, but, non all children are as resilient as each other, and information two languages at once, be that speak or sign languag e, stomach overcloud them a great deal. New forms of communication tail assembly also be confusing for practitioners with little experience of modern technology, which give the gate lead to a reluctance to devolve and interact, especially between generations.Cultural differences stand thence inhibit as vigorous as influence communication (Crow et al,2008, p. 0) with children. socialising is of great importance for communication with children. Gerhardt (2004, cited in Crow et a. , 2008, p. 11) claims that it should start from birth be arrive at communication between carer and baby plays a see role in the development of the sisters brain. These first dydadic relationships and barely experiences of socializing contribute crucially towards a childs communication rescind over as they allow for empathic responses, recital of non-verbal communication and the understanding of emotions at a later stage.Children who are not communicated with as babies are reported to suffer dependant brain growth and global withstand (Crow et al, 2008, p. 12) due to deprivation of social click and care. This brook create a barrier to their acquisition of language. Be that as it may, not all children experience dydadic relationships, and they still peck to communicate. Hart and Risleys (1995, cited in Crow et al, 2008, p. 12) observational study of communication amongst families put forwards that the reckon of language acquisition depends on socio-economic status, and that the richer the family, the richer the vocabulary.The constitution/nurture debate thereof seems at large here in that babies may have an innate predisposition to learn utter language but that it is their experience of communication and articulation with key members in their environment that spurts / hinders their capacity to learn. A positive environment can therefore promote communication with children however, a childs environment can also be of hindrance in numerous other ways. Children with afferent sensitivities, especially those diagnosed with an Autism Spectrum Dis lodge (ASD), can face profound barriers which could affect their communication.This is due to difficulty processing everyday sensory information in colourful/ bouncy so called child friendly classrooms. These children, by not be able to consider with all the information surrounding them are likely to become anxious, stressed, cross, or plain olfactory comprehension physical pain which can result in challenging conduct due to their failure to communicate their emotions. there is a clear physiological explanation for this behaviour in that the perception of bane causes the release of the hormones cortisol and adrenalin which resist cognitive and memory processes and trigger the fight, fledge or freeze reaction (Crow et al, 2008, p. 4).It is not only the communication of children diagnosed with ASD that are affected by emotions though. Children who have experienced neglect, demoralize or wh o are macrocosm bullied can all suffer in silence. Furthermore, the emotions of practitioners themselves can have an impact on communication with children. If practitioners are angry, sad or not feeling themselves, their emotions and means of logical sen convictionnt can become impaired. Practitioners therefore necessitate to find better ways of communication with children, especially those who face particular barriers on a daily basis.A scratch point would be to acclimatise themselves with what studies of communication skills and processes have suggested alert to model in work with children (Crow et a. , 2008, p. 22), namely communicative skills, listening skills and process skills. Expressive skills are spanking to convey messages to others so that they understand what is universe communicated. These skills involve facial expressions and body language. audition skills involve the total opposite to expressive skills, and requires the listener to obtain and understand th e messages and information conveyed by the other person.Both these sets of skills are important as they allow the practitioner to understand how they come across to others and to put down emotions. Process skills are deprivationed to conduct communication, and they essentially help the practitioner to chafe appropriate choices, retrieve information/ knowledge or collect necessary tools in an orderly manner in order to interact with a child. Practitioners need to be very aware of their expressive skills and typical use of language, especially in lighter of cultural diversity.As Valerie Daniel (The Open University, 2013 a) stated, body language says a lot, and on base gesture, it bears distinct meanings between cultures. Eye while away is one significant area of concern. It is one of the most forthright modes of communication, and where and how you look at someone can alter the interaction. perfect(a) at someone you are communication with can cause that person to feel uneasy , yet it is important to look at him/her in order to surface that you are paying attention. some(prenominal) cultures however caution eye have-to doe with all together, and claim it is a form of rudeness. Particular use of language can also cause distinctions between children, for example one disgraceful pupil commented that around the school when its white boys its a chemical group but when its black boys its a gang and I reckon its wrong(London Department Agency, 2004 cited in Crow et al, 2008, p. 16). It is important therefore that practitioners take care in their use of language as what people hear influences their perception (Kay and Kempton, 1984, cited in Crow et al, 2008, p. 5), and perceptions and understanding shapes the experience of others.Practitioners therefore should use their process skills to gain cultural knowledge in order to be aware of the different implications of expressions and language beforehand judging the actions of a child, as judgments are always based on personalised experience. In doing so they can develop a rapport based on respect, and open up communication pathways so that children can develop their own communication skills and understanding of their society and culture (Crow et a. , 2008, p. 1) As communication methods develop, experience indicates that practitioners need to prioritise ways of communicating their services by means of modern technology.According to Turner (2003, cited in Crow et al, 2008, p. 11), one attribute children see in an inadequate practitioner was that they are not refered. It is therefore important for practitioners to ply as much as workable with children and young peoples interests in order to get them to go into and communicate openly, rather than become introvert due to frustration over lack of understanding.Some may argue that information technology is damaging childrens ability to communicate articulately and effectively (Crow et al. , 2008, p. 38). Nonetheless, as Vikki pantr yman (The Open University, 2013, b) suggests, no one wants to participate in something thats not pertinent to them, and in todays technical age, it is modern technology that is embedded in childrens life valets. Despite lack of prep opportunities and funding, practitioners need to find a way of familiarising themselves with childrens culture.Children in turn will learn to respect practitioners for their interest and for not dismissing their innovative skills (Crow et al, 2008, p. 38), allowing communication and socialisation through the formation of collaborations. Providing opportunities for socialisation through group interactions could further develop practitioners communication with the children they work with as it allows the chance to look at open ended questions, which demand reactions semipermanent than single word answers.Practitioners must not however ask too umpteen questions in their quest to extend learning, as children tend to become wary and disown to open up. P ractitioners must also feign use of their listening skills by listening to the childs intent as well as field of study, not interrupting them and reflecting empathetically on their answers in order to show the child that they are interested in what they have to say. A group interaction such as circle time is a good method to purify both childrens and practitioners communication.It must be based on interests though because when children are interested in what they do, you will be surprised at what they achieve (Valerie Daniel, The Open University, 2013, a). Ground rules of kind communication must be set however, and these could be negotiated together as a group, but in the long run could result in helping children with their concentration, pickings turns to speak, thinking before expressing their thoughts and listening to each other, essential skills of communication for all, especially those who confounded out on being spoken to as babies.Practitioners can also go forth youn ger children the chance to communicate and socialise through play. Play allows the practitioner a myriad of opportunities to gain knowledge regarding a childs understanding of the world (Crow et al, 2008, p. 33). It also allows time to observe how a child feels at whatsoever inclined time. Further experience indicates that by providing toys such as puppets, toy animals or ski binding up clothes, the practitioner provides the child with a means of expression in a safe environment, allowing him/her to detach themselves from an emotional situation.This can also be seen on the videodisk material, (The Open University, 2013, b) where the child, an elective mute, used karaoke machines and puppets as a medium of communication. Ensuring safe havens would therefore promote practitioners communication methods with children who place importance on feeling safe. Children often suggest that practitioners could provide security by recognizing ballyrag as a real problem among pupils (The Open University, 2013, b). Practitioners could therefore prioritise emotional literacy by providing ways of expressing emotions such as placing bully boxes in classrooms.Ensuring equal opportunities between boys and girls would see the practitioner as being fair, which is an important issue during childhood. They could also operate that every child feels valued at the setting by simply being friendly or by cover care and support for them. This could be done by a simple hand on the shoulder or reciprocating impulsive hugs (The Open University, 2013, a), however practitioners, especially males, need to be aware of policies and the implications of touch, as contact can be misinterpreted.Actions must therefore always be above any criticism. Nonetheless, allowing a means of safety and ensuring a place where a child feels content can inhibit frustrations and improve a childs self-esteem. This can only lead to better communication channels with practitioners. Cultural, social, environmental and emotional factors can therefore create barriers and affect childrens communication. Still, as communication is a social construct, the finish to which it is inhibited depends on time and place.Practitioners, through knowledge of vital skills can unbosom these barriers in order to assist children quash their frustrations and emotions, and develop their communication skills along the way. Simultaneously, practitioners gain an insight into the way they are perceived, allowing them to reflect and become better communicators with the children with whom they work. As already stated therefore, communication is vital for development (Crow et al, 2008, p. 11), however it is now clear that it has been, soon is, and will be equally vital to the progress of both children and practitioners in the future.