Relationships with Children Essay

whole aimThis unit provides the knowledge and understanding which underpins stiff communion and professional relationships with children, unripe tidy sum and adultsUnit introductionSuccessful relationships have a demonstrable effect on learning and behaviour. Being listened to and responded to by trusting adults fosters active engagement by children and young people and supports the development of curiosity, creativity and resilience, which are key characteristics of effective learning. Adults who demonstrate mutual respect, collaboration and negotiation are supportive role models who have a significant impact on the behaviour of children and young people. Integral to construct and maintaining positive relationships are effective discourse skills. It is also ingrained for those working in support roles in crops to know thelegislation and policies and procedures for confidentiality and sharing information. This unit provides the essential knowledge and understanding requir ed 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 effective communication is important and the effect of social, professional and cultural contexts on communication. Communication difficulties are examined and bookmans find out how to accommodate communication to meet 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 need reassurance about confidentiality are studied. Learners will also consider situations where confidentiality must be breached.This unit applies to whole support staff roles in schools and is particularly capable for those preparing for working in schools and those new to working in schools, including parent-helpers and other volunteer s.Learning outcomes and assessment criteriaIn order to pass this unit, the evidence that the learner presents for assessment need to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner shouldUnderstand the principles of developing 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 effective teamwork, enables negotiation, reinforces self-esteemPrinciples of relationship building ways to build relationships eg recognise the uniqueness of everyone as an individual, honesty, dependability, integrity, confidentiality importance of relationships for learning know role and responsibilities, how own role relates to colleagues respec t the skills and expertise of others contribution to effective teamwork follow organisations expectations and procedures for good working relationships relegate effectively eg keep colleagues informed, use agreed lines of communication, maintain confidentiality know own role in relation to parents differences among professional and personal 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 clarifying meaning, encouraging contributions from others, offer choices non-verbal skills and behaviour eg eye contact, facial nerve expressions, body movement, posture, gesture, muscle tension, touch, proximity, orientation, facial expressions, gestures, active listening importance of contact and cultural differences in interpretation of non-verbal communications empathy eg responding to emotional stateAdapting communication ways eg verbiage appropriate, meaning/message, focus on one issue at a time, do not give mixed messages, match words to body language, open questions, active listening, encourage discussion and debate contexts eg hearing difficulties, children with English as an additional Language (EAL), promote thinking and talking in first languages to support understanding, group EAL learners who lot the same home language Differences context eg communication formal, informal, form of address type of communication eg verbal, language, non-verbal, orientation, confidentiality Adapting communication use of clear speech and plainlanguage different needs eg EAL, hearing difficulty, visual impairment adaptations eg translator/ interpreter, quiet room, hearing loop, signing, BrailleManaging disagr eements behaviours eg keep calm, encourage individuals to articulate their point of view, find popular 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 justiceUnderstand legislation, policies and procedures for confidentiality and sharing information, including info protectionLegislation, policies and procedures range eg for home country, human rights eg Human 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 privacy, protecting information when using social networking sites, buying online, using a mobile phone, procedure in own organisation, whistle-blowingEssentia l guidance for tutorsDeliveryThis unit should be delivered by dint of a combi people of tutor input and active learning experiences. DVDs and case studies will give learners opportunities to link theory to practice. Role play enables learners to develop and action 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 advance to demonstrate an awareness 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 re quired 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 establishing and maintaining positive relationships with children, young people and adults. How positive relationships enhance self-esteem and encourage learning could be explored through relevant research. The impact 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 introduced to the current national legislation for confidentiality and data protection which can be accessed from relevantgovernment plane section websites. They should have the opportunity 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 must 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.AssessmentThis is a knowledge-based unit. Evidence from workplace 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 practical experience of working in schools but will not be assessed this instant on workplace performance.For 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 und erstand 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 used 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, clarification 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 staff giving details about confidentiality and data protection to include legislation relating to confidentiality and data protection, school procedures for confidentiality and data protection, reasons wh y it is important to lull 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 dogma Assistants Guide to Child Development 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 Level 2 Teaching Assistants Handbook Supporting Teaching and Learning in Schools, 2nd Edition (Heinemann, 2008) ISBN 9780435449308 Burnham L Supporting Teaching and Learning in Schools (Primary) (Heinemann, 2010) ISBN 9780435032043Burnham L Supporting Teaching and Learning in Schools (Secondary) (Heinemann, 2010) ISBN 9780435032050Dunhill A, Elliott B & Shaw A Effective 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 functional Relationships (The Policy Press, 2008) ISBN 9781847420589Kamen T Teaching Assistants Handbook NVQ and SVQ Levels 2 & 3, 2ndEdition (Hodder statement, 2008) ISBN 9780340959381Riley P Attachment Theory and the Teacher-student Relationship (Routledge, 2010) ISBN 9780415562621JournalsTimes Education Supplement (TES)42BA029026 Specification Edexcel Level 3 Award/ present/Diploma specialist qualifications in Supporting Teaching and Learning in Schools (QCF) guinea pig 2 June 2011 Edexcel Limited 2011Websiteswww.education.gov.uk/Department for Educationwww.direct.gov.uk/en/Governmentcitizensandrights/YourrightsandresponsibilitiesDirectgovwww.nationalstrategies.standards.dcsf.gov.uk/earlyyearsThe National Strategieswww.tda.gov.ukThe Training a nd 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