Unit 3.3.1 – How Communication with Children and Young People Differs Across Different Age Ranges and Stages of Development

Children are social learners and it is crucial that all adults working with them need to model good communication through listening and speaking which will aid the development of the child’s friendships, confidence and self-esteem.

TDA 2.3 – Communication and Professional Relationships with Children Young People and Adults Interacting with and Responding to with Children and Young People

Language Development: Put words together in a sentence and beginning to ask questions (What? Why? How? Who? Where?) can join in well known songs or verses and put actions to words (Row-Row-Row the boat) Could possibly be using several hundred words by 3rd birthday, can scribble and make marks on paper with a crayon.

7-14 years --- By this stage, most children are fluent speakers of language and are developing and refining their skills at reading and writing. Their language skills enable them to think about and discuss their ideas and learning in more abstract terms.

Social and emotional development begins by showing affection and becoming attached to parents or carers and becoming what we usually call ‘clingy’. Young children may become distressed when a parent leaves the room or is not in sight. Slightly older children may demand attention and use tantrums to get their own way. They will generally be easily distracted from unwanted behaviour.

| * Scribbles in circles, will copy in lines and sometimes will draw a V * Holds pencil nearer to the tip and uses tripod grasp * When shown a photo of someone they know, they can identify them * Can build a six cube tower * Will carefully turn the pages of a book * Can do simple jigsaw puzzles

2.3 Explain the main differences between communicating with adults and communicating with children and young people.

Effective communication is important in developing positive relationships with children and young adults because it helps the child to be able to communicate effectively with other people as they grow. Children react better to clear, concise communication and this in turn will help to build better relationships between child and adult and enable trust to grow, which is one of the key elements in building a relationship. It is also important to listen to the child and let them say what they want to say. Do not try to pre-empt or interrupt them. Try to keep your language and explanation simple and to the point. Make them feel that what

they can listen to different words being used on a regular basis. Also, books should be made

If the teacher notice that the child is becoming emotionally disturbed then the teacher will take them into a quiet room to enquire if they are worried about something, so managing the situation into a proactive way. when conflict arises more suddenly, it is also wise to take the child into a quiet place to talk to the teacher without audience. The teacher always need to calm themselves and try to appear confident and they should not try to argue or glare to the child. Dropping an eye contact to the child is also helpful. For example in reception there are two sections, if the two pupils are always fighting in class, one of them will be moved into another section. Moving the other child in a different room can help prevent the two pupils from fighting.

Descriptive information about the individual's articulation skills is obtained through one subtest: Sound-in-words. The GFTA-2 has a mean score of 100 and 85-115 as the range of average. A sound inventory was obtained and not standard scores. Her sound inventory consists of: /d, k, ch, s, b, j, f, a (sat), u (duck) o (sock)/.

asking them what they have to do, or when the make comments or responses to anything they hear,

Angelina’s independent level is grade 1, her instructional level is estimated to be at a 1.5 grade level, and her frustration level was determined to be grade level 2. At her independent level of grade 1, Angelina’s substituted “life” for “live,” suggesting that there is a slight difficulty being able to visually decode word patterns such as vowel-consonant-silent e (vce). Since she only produced one miscue on her independent list, and four on the following level Angelina’s instructional level is an estimation. Angelina was able to read all but one sight word on the pre-primer, primer, and grade 1 word list. For example, she was able to read words such as thank, when, always, this and jump. She was unable to read any sight words at the

children behave in certain ways that might be because they are angry, distracted or attention

As well as the two groups previously discussed, the third group are students who have weak listening comprehension and good to very good word recognition skills. They do not have difficulties in the phonological area. According to Catts, Kamhi and Adlof (2012b), these characteristics can