Relationships with Children Essay

Unit aimThis move on block runs the knowledge and translateing which underpins unplayful discourse and victor copulationships with children, three-year-old wad and adultsUnit introduction in(predicate) bloods have a coercive effect on reading and behaviour. Being listened to and responded to by trusting adults encourages alive(p) engagement by children and young peck and supports the education of curiosity, creativity and resilience, which ar key characteristics of resultful cultivation. Adults who abut mutual pry, collaboration and negotiation are confirmatory lineament models who have a signifi sesst opposition on the behaviour of children and young heap. Integral to grammatical construction and maintaining positive relationships are telling communication skills. It is as well as requisite for those working in support roles in coachs to know the legislation and policies and procedures for confidentiality and sharing randomness. This unit provides the essential knowledge and understanding required for working in support roles in schools.Learners go out examine the principles of building positive relationships with children, young people and adults. This includes considering reasons why utile communication is important and the effect of kind, lord and ethnic contexts on communication. Communication difficulties are examined and learners find let on how to adapt communication to butt against individual postulate including how to deal with disagreements with children, young people and adults are studied. The legislation, policies and procedures relating to confidentiality are examined and why children, young people and adults convey reassurance about confidentiality are studied. Learners will also consider situations where confidentiality essential be breached.This unit applies to all support lag roles in schools and is particularly suitable for those preparing for working in schools and those virgin to working in schools, including parent-helpers and other volunteers. encyclopaedism outcomes and sound judgment criteriaIn order to pass this unit, the demonstrate that the learner presents for sagaciousness inescapably to demonstrate that they can bump into all the learning outcomes for the unit. The assessment criteria agree the standard required to achieve the unit. On finis of this unit a learner shouldUnderstand the principles of maturation positive relationships with children, young people and adultsHow communication supports positive relationships benefits eg shows respect for individual, values diversity, builds trust, demonstrates genuine interest, respects privacy, encourages autonomy, supports learning, enables telling teamwork, enables negotiation, reinforces self-esteemPrinciples of relationship building ship canal to build relationships eg recognise the uniqueness of every wizard as an individual, honesty, dependability, integrity, confidentiality importance of relationshi ps for learning know role and responsibilities, how own role relates to colleagues respect the skills and expertise of others contribution to effective teamwork happen organisations expectations and procedures for good working relationships communicate effectively eg keep colleagues informed, use agreed lines of communication, maintain confidentiality know own role in relation to parents differences between headmaster and individualized relationships contribute to Every Child Matters OutcomesEffect of social, professional and cultural contexts on relationships and communication eg power relationships, cultural expectations, social differences, prejudice, pre-conception, stereotypingUnderstand how to communicate with children, young people and adultsSkills for communication verbal skills eg form and tone of expression, questioning, confirming, reflecting weak up meaning, encouraging contributions from others, offer choices non-verbal skills and behaviour eg eye contact, facial e xpressions, luggage compartment movement, posture, gesture, muscle tension, touch, proximity, orientation, facial expressions, gestures, active auditory modality importance of contact and cultural differences in reading material of non-verbal communications empathy eg responding to emotional stateAdapting communication ways eg language appropriate, meaning/message, concentrate on one issue at a time, do not give mixed messages, match words to body language, open questions, active listening, encourage discussion and make out contexts eg hearing difficulties, children with English as an additional vocabulary (EAL), promote thinking and talking in initial languages to support understanding, group EAL learners who share the same interior(a) language Differences context eg communication formal, informal, form of brood type of communication eg verbal, language, non-verbal, orientation, confidentiality Adapting communication use of clear speech and plainlanguage antithetical needs eg EAL, hearing difficulty, visual impairment adaptations eg translator/ interpreter, compose room, hearing loop, signing, BrailleManaging disagreements behaviours eg keep calm, encourage individuals to declaim their point of view, find common ground, negotiate a compromise, win-win solutions, support children and young people to deal with disagreements, follow school policy and procedures for behaviour and reporting, restorative juristUnderstand legislation, policies and procedures for confidentiality and sharing education, including information defenseLegislation, policies and procedures lay eg for home country, benignant rights eg forgiving Rights Act 1998, Human Rights Act 2004, for safeguarding children eg Children Act 1989, Children Act 2004, relating to freedom of information eg Data Protection Act, Every Child Matters, policies and procedures in own organisationReassuring about confidentiality aspects eg information shared on need to know basis, human right for priv acy, protecting information when using social networking sites, buying online, using a mobile phone, procedure in own organisation, whistle-blowingEssential guidance for tutorsspeechThis unit should be delivered finished a crew of tutor input and active learning experiences. DVDs and part studies will give learners opportunities to link theory to practice. affair play enables learners to stimulate and practise their interpersonal and communication skills. Discussions, peer observations and peer assessment support assessment for learning and contribute to an understanding of the skills required for effective practice.Learners should also be back up to demonstrate an sentience of the importance of communication skills in addressing issues of equality, diversity, and the rights and responsibilities of children and young people. At this level the focus needs to be on understanding the significance of positive relationships in relation to the wellbeing and learning of children and young people and exploring how effective communication enables this. The Emphasis needs to be on understanding the behaviour and communication skills required to develop and maintain positive relationships with children, young people and adults and to provide positive role models.Learners should be introduced to why effective communication is important for assureing and maintaining positive relationships with children, young people and adults. How positive relationships enhance self-esteem and encourage learning could be explored finished relevant research. The feign of social, professional and cultural contexts on relationships and communication should also be explored. It is essential that learners understand the communication skills needed to establish and maintain relationships. Learners need to explore ways to meet the communication needs of individuals by adapting communication for different ages and stages of development and for different contexts.Learners should be intro duced to the current field legislation for confidentiality and information protection which can be accessed from relevantgovernment department websites. They should have the prospect to look at a range of school policies and procedures for confidentiality and data protection and consider how these may impact on working practices. It is essential that learners know the situations when confidentiality moldiness be breached to safeguard children and young people. Learners should be encouraged to share their experience of working in schools through employment, as a parent-helper or work experience. perspicacityThis is a knowledge-based unit. Evidence from piece of work performance is not required.Suggested assessment activitiesAssessment will be through tasks, projects and other activities completed individually to meet the assessment criteria. Learners should draw on any relevant pragmatic experience of working in schools but will not be assessed directly on workplace performance.F or learning outcomes 1 and 2, learners could research and produce a guidance document to use for the induction of new support workers in school to help them understand the principles of developing positive relationships with children and, young people and adults and the skills they need to communicate effectively. Case studies may be apply to support explanations.The document needs to include why effective communication is important for developing relationships, the principles of relationship building, explanations of how social, professional and cultural contexts impact on relationships and communications, illumination of the skills required for effective communication, how to adapt communication to meet the needs ofindividuals and in different contexts and how to manage disagreements with children, young people and adults, explaining reasons for responses.For learning outcome 3, learners could produce a reference document for all school module giving details about confidentiali ty and data protection to include legislation relating to confidentiality and data protection, school procedures for confidentiality and data protection, reasons why it is important to reassure children, young people and adults about confidentiality and why confidentiality may need to be breached.Essential resourcesLearners will need access to legislation for the relevant home nation and examples of school policies and procedures for confidentiality and data protection.Indicative resource materialsTextbooksBentham S A article of belief Assistants Guide to Child maturation and Psychology in the Classroom (Routledge, 2003) ISBN 9780415311083Blake S, Bird J & Gerlach S Promoting Emotional and Social Development in Schools A Practical Guide (Sage Publications, 2007) ISBN 9781412907316 Burnham L S/NVQ take aim 2 commandment Assistants Handbook Supporting direction and Learning in Schools, 2nd Edition (Heinemann, 2008) ISBN 9780435449308 Burnham L Supporting dogma and Learning i n Schools (Primary) (Heinemann, 2010) ISBN 9780435032043Burnham L Supporting Teaching and Learning in Schools (Secondary) (Heinemann, 2010) ISBN 9780435032050Dunhill A, Elliott B & Shaw A stiff Communication and Engagement with Children and Young People, their Families and Carers (Creating Integrated Services) (Learning Matters, 2009) ISBN 9781844452651Foley P & Leverett S Connecting with Children Developing Working Relationships (The Policy Press, 2008) ISBN 9781847420589Kamen T Teaching Assistants Handbook NVQ and SVQ Levels 2 & 3, 2ndEdition (Hodder Education, 2008) ISBN 9780340959381Riley P Attachment conjecture and the Teacher-student Relationship (Routledge, 2010) ISBN 9780415562621JournalsTimes Education Supplement (TES)42BA029026 Specification Edexcel Level 3 Award/ security measures/Diploma specialiser qualifications in Supporting Teaching and Learning in Schools (QCF) Issue 2 June 2011 Edexcel particular(a) 2011Websiteswww.education.gov.uk/Department for Educat ionwww.direct.gov.uk/en/Governmentcitizensandrights/YourrightsandresponsibilitiesDirectgovwww.nationalstrategies.standards.dcsf.gov.uk/earlyyearsThe National Strategieswww.tda.gov.ukThe prepare and DevelopmentAgency for Schoolswww.teachers.tvTeachers TVwww.teachernet.gov.ukTeachernetBA029026 Specification Edexcel Level 3 Award/Certificate/Diploma specialist qualifications in Supporting Teaching and Learning in Schools (QCF) Issue 2 June 2011 Edexcel Limited 2011