PROMOTE COMMUNICATION
SAMSON MAGARA
07/09/2014 at 20:00
Why to people need to communicate.
Communication refers broadly to the process of interacting with others. We build relationships through communication and
interaction. Children and young people learn from their conversations with adults[1]. Children who have difficulties communicating may have difficulties forming relationships as communication is the cornerstone of our relationship with otherpeople[2]. Communication is vital in conveying respect and value for people by:
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• Remembering the person’s name
• Introducing yourself
• Giving time to listen to them
• Paying attention
• Active listening
• Asking questions
• Not interrupting
• Checking your understanding
• Mirroring (for example, smiling, physical gestures, matching them)[3].
When we communicate we connect with other people, but we also connect with ourselves. Some form of communication are
spoken /signed, but about 85% of communication is non-verbal[4].
There are many reasons as to why people communicate:
•Communication is a tool with which influence can be exercised on others. •Communication can be used to bring out changes
in attitudes, motivate people and establish and maintain relationships.
•Communication is vital for seeking and providing information.
•We communicate to express our emotions like courage or fear, joy or sorrow, satisfaction or disappointment with
appropriate gestures and words. •Communication is crucial for developing positive relationships with children, young people
and their families, colleagues and other professionals. •Communication allows ideas to be conveyed clearly and succinctly.
•It is a process by which two or more people exchange ideas, facts, feelings or impressions in ways that each gains a
common understanding of the message[5].
[1]M.Walker (2009),Children’s care, Learning and Development 2ndedition,NelsonThornes p8
[2] Walker (2009) p.402
[3]K.Bulman,L.Savory (2006), Children’s care Learning and Development,Heinemann p.109
[4] T. Bruce,C.Meggitt(2006) Chilcare and Education 4th edition Hodder p.279
[5] www.studymode.com/subjects/explain-how-communication-affects...
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1.2 How may communication affect relationships in the work setting?
Effective communication is a two-way process - sending the right message that is also being correctly received and
understood by the other person/s. It is essential that there is good and effective communication taking place within the work
setting. Daily tasks will only be successful with smooth transfers of information.
Practitioners must establish positive relationship with other adults and children and young people in the setting. This includes
colleagues, other professionals, parents, carers and other family members. This is important because communication:
1. Communication enhances positive working relationships which in turn lead to a pleasant, comfortable atmosphere in
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the working environment. This is beneficial to both staff and children because the practitioners working environment is
the child’s play and learning space, When positive relationships are formed it is easier for colleagues to give and
receive trust, support, help, and advice, information and encouragement. Good team work depends on positive
working.
2. A positive relationship is established between parents and practitioners overtime, trust is built and parents generally
begin to gain confidence in both the practitioner and the setting. Good practitioners work in partnership with parents
and carers, but this can only be achieved when a positive relationship has been established[1].
Staff that does not feel as if they have good communication with their managers may not be as efficient with their work.
Effective communication skills are also needed to encourage staff to talk about how they are feeling, to say what they think
or to express their needs, concerns, wishes or preferences. Positive verbal and non-verbal communication skills, such as
being friendly, smiling and shaking hands when greeting parents and staff, are required on a daily basis to show that staff
care and they are there to support the children. Communication helps to develop a positive relationship with families,
colleagues, and other professionals and report the work they do with people[2].
Breakdown in communication in the work setting can lead to a number of things including a sense of anxiety, alienation as
well as feelings of isolation. When you are working in a team and especially if it is in a company, you need to be a team
player and get along with several members of staff no matter how much you may dislike them.
If people don't communicate well they limit their ability to connect on any meaningful level and, at the extreme, can create
conflict. Positive communication skills like listening, open-ended questions, calm tone of voice and "I" statements help unite
people because they are behaviours that lead to sustained relationships. Workplace relationships also become a lot stronger
when people can clearly and effectively communicate what they need and allow others to do the same.
Effective communication helps us not only relate better to each other, it also helps us do more with minimal effort. You can
help develop a strong working relationship with colleagues and business in these tough economic times. Networking is key to
succeeding as people tend to do business with people that they like. A frequently overlooked quality is the ability to actively
listen which will help you obtain more information to enforce better decisions.
The power of effective communication is essential and the ability to have the chance to develop, expand and develop
personal relationships will stand you in good stead and for the company[3].
[1] M. Walker (2009),Children’s care, Learning and Development 2ndedition,NelsonThornes p.22
[2]www.studymode.com/subjects/explain-how-communication-affects...
[3] science.blurtit.com › Communication
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2.2 What are the factors to consider when promoting effective communication?
There are many factors that one has to consider when promoting effective
communication. When communicating one should:
a) Communicate with respect: Always communicate politely and courteously
with adults within your work setting. Friendships are built on respect for each other,
valuing people and respecting each others’ views and opinions[1].
b) Communicate appropriately: Address people appropriately. Aim to
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communicate clearly in a way which is appropriate to individual adults by considering
the methods of communication available to you, what you need to say and the needs
and preferences of the adults[2].
c) Effective Communication within the Workplace
In managing employees, supervisors promote workplace harmony when they model
effective communication. If you fail to get your point across, this can impact
workplace morale and slow down projects.
d) Speak with sensitivity to gain trust
Employees feel loyalty when managers understand their pressures[3].
e) 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.
f).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.
g).The speed in which you talk is also key. When talking to children 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 as
though I would talk to adults.
h).Facial and hand gestures, again this needs to be tailored to the situation or
topic. In the example above, a smile and perhaps a hand on their shoulder is
sufficient to the situation. Whereby frowning and waving arms as if annoyed would be
detrimental to the feelings of the child.
I).Eye contact is an important factor as this engages the audience, keeping
them focused on what you are discussing. By making eye contact you are directing
your conversation at that specific person, demonstrating that you are devoting your
time and are not able to be distracted as if you would by looking around.
I). Body language plays an important part, for example folded arms can indicate
you are being defensive or not open to suggestions, whereas slouching, hands on
hips, rolling of eyes and huffing can seem rude and disrespectful[4].
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[1] K .Bulman, Liz Savory(2006) children’s care, Learning and Development
,Heinmman p120
[2] M. Walker (2009),Children’s care, Learning and Development 2nd
edition,NelsonThornes p.22
[3] www.smartsheet.com
[4]www.studymode.com/subjects/explain-how-communication-affects...
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3.1 Explain how people from different backgrounds may use and/or interpret communication methods in
different ways
Communication can be slightly different when using it with other people from different backgrounds. Communication can be
interpreted in different ways by different people, this is because they may not speak English, if from a different country, or
they may not understand you.
a) Other people may think that if they’re being listened to, they will express their beliefs and their opinions about life.
b) Different people from other backgrounds may use verbal communication to express what they think, however they could
also use non-verbal communication to put their point across. Parent/carer of a child may have other preferences for their
child to other parents/carers. This means the practitioner will have to respect these.
c) Communication can be used in many ways by using different methods. Children from different backgrounds can
communicate by doing what they like best. Children could use body language and facial expressions to express their needs or
what they want to do in the workplace. Practitioners may use gestures and body language to show the parents/carers that
they are always friendly and can be relied on.
d) People from different backgrounds can use communication by being confident. This shows their personality and will help
the communication between them and others around.
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e) Different backgrounds of different people can cause misunderstandings when using communication. However, they will
be able to interpret the communication they’re using by using hand gestures, facial expressions or maybe body language.
f) The personality can also affect the way an individual communicates. For example, if a person is shy he/she may not want
to speak clearly and may use a little bit of verbal communication. Confidence of a person can affect communication and this
may result in them communicating by using facial expressions[1].
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Also it is important to note that working in early years in a multi cultural society, is important to understand that people who
do come from different backgrounds may have different ways of communicating and they may even interpret the way others
communicate unexpectedly. For some people, English may not be their first language; this could mean that they only have a
basic grasp on the English language, making communication between practitioner and a parent or child in this situation very
difficult. In some circumstance, the parent/carer may have an interpreter with them communicating in this way; this is
usually a family member. There are cultures and people with disorders who may interpret non-verbal communications as
inappropriate or intrusive. Eye contact in some cultures, particularly Asian cultures, can be considered quite rude, whereas in
most western countries if eye contact is not given it may appear as though that person is trying to hide something or is
untrustworthy[2].
[1]www.studymode.com/.../Explain-How-People-From-Different-Backgrounds...
[2]www.studymode.com/subjects/explain-how-people-from-different...
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3.2 What barriers may there be to effective communication?
By communication we mean the means of expressing one’s own preference and make decisions about their life.
Communication may include using a child’s preferred language, the use of signs; the use of symbols or pictures, writing,
objects of reference, communication passports; the use of touch; other non-verbal forms of communication; human and
technological aids to communication[1].
Barriers to communication are anything that prevents the child communicating with others or forming relationships for
example:
• Speech and language delay, impairment and disorders
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• Specific learning difficulties such as dyspraxia and dyslexia
• Hearing impairments
• Mental health issues.
Communication difficulties also occur in:
• Children who demonstrate features within the austic spectrum and
• Some children with moderate, severe or profound learning difficulties.[2]
Barriers to communication may include those relating to the physical environment; to interpersonal relationships and
emotional environment; to working practices; to the availability of resources including human or other aids or assistance; to
the limitation of your own or other people’s communication skills or attentiveness; to cultural contexts; to the specific
circumstance of the child or young person, including disability, disadvantage, anxiety or distress[3].Communication
difficulties may impact on behaviour because:
• Children may have difficulty understanding the meaning the meaning and structure of language and therefore
understanding boundaries and instructions.
• Children may have difficulty expressing themselves, leading to frustration when other people do not understand their
feelings[4].Continues for 0 more pages »
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[1] National occupation standardsSCDCLDO0301,Promote Effective Communication,P.7
[2] M. Walker (2009),Children’s care, Learning and Development 2ndedition,NelsonThornes p.403
[3] National Occupation standards SCDCLDO0301,Promote Effective Communication,P.7
[4] M. Walker (2009) p.420
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3.5 Where would you access extra support or services to enable individuals to communicate effectively?
Practitioners should learn to recognise when children have communication difficulties. This is important because the earlier a
difficulty can be detected, the earlier a child can get specialist support that they need. Some children with minor or
temporary difficulties progress quickly when they receive the appropriate help. Children may experience difficulties in
speaking, hearing or understanding or they may lack a general interest in communicating. Hearing impairment can be
present at birth or they may develop later on.
If you suspect that a child has a communication difficulty, you should tell the appropriate colleague or colleagues at your
setting, in line with your setting policies and procedures. Depending on your own position, this could include the child’s key
worker, your supervisor and the appointed SENCO (Special Education Needs Coordinator). The appropriate person should tell
parents or carers about the concerns. It is likely that parents will raise the issue with a doctor or health visitor. The child may
then be referred on to a specialist such as a speech Therapist or psychologist.
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4.1 What is your understanding of the term confidentiality?
Confidentiality arises where a person disclosing personal information reasonably expects his or her privacy to be protected
such as in a relationship of trust[1]. Practitioners are in a position to come into possession of many personal details about families that they work with. They may be given confidential information verbally, and may however have access to confidential records depending on their position. Passing on information when you should not do so can have serious consequences. It can upset people; trust may be lost, causing damage to working relationships. Respecting confidentiality is extremely important[2].
Confidentiality is an important principle in children’s and young people’s setting as it imposes a boundary on the amount of
personal information and data that can be disclosed without consent.
Practitioners must handle sensitive information about children and families with confidentiality and care[3].The obligation to
preserve the child’s confidentiality binds all professionals equally. Records should only show information that is essential to
provide the service, and in many instances should be available to the scrutiny of the child and his or her family[4].
Sensitive information should be made available to practitioners on ‘a need to know basis’. That means that different
practitioners in the same setting will not necessarily have access to the same information. Therefore you should not discuss
confidential matters with colleagues unless you are sure that it is appropriate to do so, and it can be done privately. If a
setting stores records on a computer, they must be registered on the Data Protection Register according to the Data
Protection Act 1984/1998.
You must respect confidential information about children, as long as doing so will not affect their welfare. If for example, you
suspected that a child was being abused, you would have a duty to disclose the information, but only to the relevant person
or authority[5].
[1] C. Meggitt(2011) Children and young People’s Workforce, Hodder Education p.186
[2] M. Walker (2009),Children’s care, Learning and Development 2ndedition,NelsonThornes p.4
[3] M. Walker (2009),Children’s care, Learning and Development 2ndedition,NelsonThornes p.22
[4] C. Meggitt(2011) p.187
[5] M. Walker (2009),Children’s care, Learning and Development 2ndedition,NelsonThornes p.5
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4.3 What are the potential tensions between maintaining an individual’s confidentiality and disclosing
concerns?
Confidentiality is an important principle in children’s and young people’s setting as it imposes a boundary on the amount of
personal information and data that can be disclosed without consent. Confidentiality arises where a person disclosing
personal information reasonably expects his or her privacy to be protected such as in a relationship of trust[1]. In the
multi-agency working private information about a child or young person may often be shared with other professional persons
within the partner network. The obligation to preserve the child’s confidentiality then binds all professionals equally. Records
should only show information that is essential to provide the service, and in many instances should be available to the
scrutiny of the child and his or her family[2].
The need to gain a young person’s trust and to build a positive relationship with him or her often leads to misunderstandings.
To maintain a trusting relationship, practitioners should:
• Be explicit with young people regarding the boundaries within which they work; the boundary will normally exclude
information which if withheld, may leave someone exposed to danger.
• Not lie on behalf of young people and it is important that they make them aware of this.
• Be aware that young people may assume that, through implication, confidentiality goes further than it actually does.
• Understand that they may need to make a tactical withdrawal so that they do not witness an anticipated incident[3].
All settings should have a designated person to deal with child protection issues. If you have concerns that a child is being
abused it is our job to disclose this information to the designated/manager of the setting unless you think by disclosing the
information will put the child/young person in further danger. This can be very hard to work out so having colleagues to
discuss this will help you come to a quick conclusion and more accurately. This can become very difficult if you feel that there
is child/young person abuse issue and the designated/manager thinks that there isn’t. I think if you have a doubt then it is
better to be safe than sorry, maybe monitor the child and gather more information but if the child is in significant danger
then report it to the safeguarding board immediately. Parents will have had a copy of the child protection policy which states
that information regarding every child will be disclosed if it is deemed that any child is in significant harm/danger. This gives
us the right to report any kind of abuse to the safeguarding board without the parents/carers permission. It is important to
follow the right steps whilst reporting a case of abuse or a suspected case, we need to gather the correct information
When a child/young person discloses information to you, do not promise to keep a secret. If the child/young person confides
in us we cannot promise to keep it a secret because we will have to disclose the information given and this will make the
child think that they cannot trust that person anymore, they trusted you in the first place to disclose the information[4].
[1] C. Meggitt(2011) Children and young People’s Workforce, Hodder Education p.186
[2] C. Meggitt(2011) p.187
[3] C.Meggitt(2011)p.187
[4] www.studymode.com/.../analyse-the-potential-tension-between-maintaini.
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