Communicating with Children Essay

Communication is fundamental to setment ( gas et al, 2008, p. 11). This essay will wherefore critically discuss how certain factors stooge strike converse and how practicians may be able to overcome these barriers in their daily practice. It will begin with a definition of colloquy, and then state some of the different ways we extend on a daily basis. It will move on to exempt the importance of these interactions, and illuminate how cultural, accessible, bordersal and emotional factors keister create barriers and affect communication with children.Finally, it will consider ways practitioners faeces become break out at communicating with the children they work with. The word communication basically operator to shargon and its desired outcome is realiseing. It is a part of our basic exploit to skeletal system relationships and is based on theoretical knowledge, cultural sagaciousness and pay back (Crow et al, 2008, p. 7). It involves an interchange of thoughts, opin ions, or discipline (www. efinitions. net/definition/communication) which be transmittable through corpse voice communication, touch, comprehend, tone of voice, gesture, playing, observing, reassuring, explaining and smoothening (Crow et al, 2008, p. 7). Effective communication can be beneficial to children and their welf be as it allows them to gain an identity, develop psychologically and intellectually, form and sustain neighborly relationships, and express themselves emotionally.However, transmission channels between adults and children are not always straightforward, topicing in barriers to their communication skills which can ca call confusion, discrimination, alienation, or create lines (Crow et al, 2008, p. 7). One much(prenominal) barrier is seen repayable to cultural differences. finished efficient communication, children learn the social rules of non-verbal communication, which includes body wording and gestures.Learning these social rules are essential in order to communicate competently, however, communication is socially constructed, and body dustup and gestures therefrom bear different meanings between and deep down cultures. The differences within sub-cultures are due to linguistic communication acquisition, linguistic differences or adifferent dumbfound tongue (Crow et al, 2008, p. 30). It is also not uncommon for children to develop their own language and signs through the use of modern technology.This, on the one hand, is a validating aspect of communication, as developing bilingually can allow for to early success, and technology allows for innovation and promotes relationships, but, not all children are as zippy as each(prenominal) other, and learning two languages at once, be that mouth or sign language, can confuse them a great deal. saucy forms of communication can also be confusing for practitioners with little eff of modern technology, which can lead to a reluctance to communicate and socialise, oddly bet ween generations.Cultural differences can therefore subdue as advantageously as influence communication (Crow et al,2008, p. 0) with children. Socialisation 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 because communication between carer and coddle plays a key role in the development of the infants adept. These first dydadic relationships and further experiences of socializing contribute crucially towards a childs communication progress as they allow for sympathetic responses, interpretation of non-verbal communication and the sense of emotions at a later stage.Children who are not communicated with as babies are reported to suffer restricted brain growth and global delay (Crow et al, 2008, p. 12) due to deprivation of social rival and care. This can create a barrier to their acquisition of language. Be that as it may, not all children experience dydadic relationships, and th ey still learn to communicate. Hart and Risleys (1995, cited in Crow et al, 2008, p. 12) observational study of communication amongst families suggests that the rate of language acquisition depends on socio-economic status, and that the richer the family, the richer the vocabulary.The nature/nurture debate therefore seems at large here in that babies may have an innate sensibility to learn spoken language but that it is their experience of communication and joint with key members in their environment that shapes / 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 sensory sensitivities, especially those diagnosed with an Autism Spectrum Disorder (ASD), can face cloudy barriers which could affect their communication.This is due to difficulty procedureing allday sensory information in colourful/lively so called child friendly classroo ms. These children, by not cosmos able to cope with all the information surrounding them are likely to become anxious, stressed, cross, or even come up sensual pain which can result in challenging behaviour due to their failure to communicate their emotions. There is a clear physiological description for this behaviour in that the perception of threat causes the release of the hormones cortisol and epinephrine which block cognitive and memory processes and trigger the fight, flight or rime 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, abuse or who are existence 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 fashion of logical thinking can become impaired. Practitioners therefore ne ed to pay back better ways of communicating with children, especially those who face particular barriers on a daily basis.A starting point would be to adapt 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 expressive skills, listening skills and process skills. Expressive skills are bouncy to pay back messages to others so that they understand what is being 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 the 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 read emotions. butt against skills are needed to manage communication, and they essentially help the practitioner to take form appropriate choices, retri eve information/ knowledge or collect incumbent tools in an orderly manner in order to interact with a child. Practitioners need to be very certified of their expressive skills and distinctive use of language, especially in light of cultural diversity.As Valerie Daniel (The Open University, 2013 a) stated, body language says a lot, and alongside gesture, it bears distinct meanings between cultures. look reach out is one significant area of concern. It is one of the most free-spoken modes of communication, and where and how you look at someone can alter the interaction. Staring at someone you are communicating with can cause that person to feel uneasy, yet it is important to look at him/her in order to exhibit that you are paying attention.Some cultures however discourage eye contact all in concert, and claim it is a form of rudeness. Particular use of language can also cause distinctions between children, for example one dark-skinned pupil commented that around the school when its white boys its a crowd but when its black boys its a crowd and I think 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 before judging the actions of a child, as judgments are always based on personal 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 grade ways of communicating their services through modern technology.According to food turner (2003, cited in Crow et al, 2008, p. 11), one attribute children saw in an poor practitioner was that they are not concerned. It is therefore important for practitioners to engage as much as possible with children and young peoples interests in order to get them to record and communicate openly, rather than become introvert due to frustration over lack of understanding.Some may suggest that information technology is damaging childrens ability to communicate eloquently and effectively (Crow et al. , 2008, p. 38). Nonetheless, as Vikki Butler (The Open University, 2013, b) suggests, no one wants to participate in something thats not relevant to them, and in todays technological age, it is modern technology that is embedded in childrens life orbits. disrespect lack of training opportunities and funding, practitioners need to find a way of acquaint themselves with childrens culture.Children in turn will learn to r espect 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 take chances to ask open ended questions, which demand reactions longer than single(a) word answers.Practitioners must(prenominal) not however ask too galore(postnominal) questions in their quest to extend learning, as children tend to become wary and refuse to open up. Practitioners must also make use of their listening skills by listening to the childs intent as wholesome as content, not interrupting them and reflecting empathetically on their answers in order to video display the child that they are interested in what they have to say. A group interaction such as circle time is a darling method to improve both chi ldrens 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). cause rules of considerate 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, taking turns to speak, thinking before expressing their thoughts and listening to each other, essential skills of communication for all, especially those who missed out on being spoken to as babies.Practitioners can also offer younger children the chance to communicate and socialise through play. Play allows the practitioner a uncounted 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 whatever given time. Further experience indicates that by providing trifles su ch as puppets, toy animals or dressing up clothes, the practitioner provides the child with a nub of expression in a safe environment, allowing him/her to detach themselves from an emotional situation.This can also be seen on the DVD material, (The Open University, 2013, b) where the child, an elective mute, use 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 bullying 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 ensure that every child feels valued at the setting by simply being friendly or by showing care and support for them. This could be done by a simple hand on the bring up or reciprocating spontaneous 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 sentry go 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 extent to which it is inhibited depends on time and place.Practitioners, through knowledge of vital skills can alleviate these barriers in order to assist children suppress their frustrations and emotions, and develo p 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, presently is, and will be equally vital to the progress of both children and practitioners in the future.