Principles of relationship building with children and adults

principles of relationship building with children and adults

TDA Explain the principles of relationship building with children, young people and adults. There are various factors which contribute to. There are several generic principles that underpin building a strong relationship with children, young people and adults. There are also. Effective communication and positive relationships do not happen by chance. The principles of relationship building with children and adults in any context are .

In my school TAs and all staff ensure children are aware of our??? We are also just as clear about what happen if the rules are broken, which range from moving down the??? To be fair we need to listen to what each child has to say before jumping to conclusions or apportioning blame.

Fairness is something that adults need as well. Parents quite rightly expect that their family is being treated the same as every other family, while staff members need to feel that their workplace is a fair one where everyone is expected to pull their weight. Showing respect and courtesy — Children and young people learn from adults and need respect and courtesy from us in order that they can develop these skills themselves. For example from the earliest age, we encourage politeness, taking turns and other social norms.

The simplest way to show respect is to remember names?? Valuing and respecting individuality — Children, young people and other adults are all individuals. They may also come from different cultures. Valuing and respecting their individuality means showing that we are comfortable with their differences — we talk about them. Keeping promises and honouring commitments?? Small things matter enormously to children and young people — for example the promise of first go on an activity tomorrow will be remembered!

principles of relationship building with children and adults

Not keeping promises mean that a child or young person may not trust us again and this does not make for a good relationship. Keeping confidentiality as appropriate — Confidentiality is essentially about trust and respect. While as TAs we can never promise to maintain confidentiality, e.

Parents and other professionals will often give you confidential information on say a medical condition, on the basis that you need to know. They do so trusting that this information will not be passed on to others unless necessary and will not be gossiped about.

Building relationships with children and young people The way that we build relationships with children and young people changes according to the age and stage of development of a child. Treating a young person in the same way as you would a 3-year-old is obviously not going to work.

Aged 3 to 6 years — From around the age of 3 years, children are more confident about being with people they don?? While younger children will often want to hold your hand etc, in this age range they will gradually start to need you to give reassurance when you speak to them. This is linked to their language development. Children who do not speak English, or who have some language delay, may still want physical reassurance and this should not be discouraged.

I give reassurance by smiling, praising a child or simply joining as they try out something new.

principles of relationship building with children and adults

At this age children begin to enjoy chatting and telling you their ideas. They also ask questions and are quick to pick out those adults who give them time listening properly to them.

  • Explain the Principles of Relationship Building with Children, Young People and Adults.

Not being interested or giving time to children can damage their emerging self confidence. When you work with older children, it is important therefore to find time to listen to them when they want to talk, which may not always be when it is convenient! Even remembering a small insignificant detail might be helpful in a future communication.

Every person is different and has different ways of thinking, which is why we should respect everyone within the school and also outside. If we respect people they will respect us too. This means their language; values and attitude might be different. The same gestures might mean different things in different cultures. Therefore we should be careful whilst interacting with people from different cultures.

In Europe a handshake is seen as a polite gesture but if a man wants to shake hands with a Muslim lady she will feel uncomfortable. It is a good practice to find out more information about different cultures. We need to learn to communicate effectively and respectfully with individuals of varied backgrounds and cultures.

In a social environment we will usually be around people who know us and know how we communicate. The people will accept us and you we can interact with them in a comfortable and relaxed atmosphere. Sometimes we come across parents or children who do not speak any English at all or English is not their first language. They should not be excluded from important information because of their language barriers.

We should give them enough time when we communicate with them.

principles of relationship building with children and adults

We should speak in clear language and including body language and gestures. Sometimes an interpreter is needed to explain important matters. As a professional at school you should communicate in a professional manner.

In schools we have planned communications and also unplanned communications. In meetings we need to deliver specific information which needs to be planned and we need to be well prepared to convey it effectively. In written communication body language is not present so the message can be misunderstood. But there are other factors which can convey respect and attentiveness for example if we give a quick respond to a message.

Sometimes we talk to someone with impairment. They will find it difficult to understand us. This could be due to a hearing impairment or Autism etc. Other opportunities of communication should be provided such as signing and gestures. People having visual impairment might not see our gestures and they might miss out information. Some others may have learning difficulties.

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They may become frustrated and feel isolated. We must make an effort to understand them. We could possibly learn their sign language or get an interpreter. We should be patient and find possible ways of ensuring that they are included. If a parent has a hearing impairment or is deaf, we cannot have a verbal communication with them or speak to them on the phone. We will need to meet them personally or communicate with them through letters, emails and text messages.

When we speak to them, we should speak clearly in case they can lip read. We may have to learn some basic sign language or get some sign language interpreter. For people with visual impairment large printed information can be provided.

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When people are stressed or emotionally overwhelmed communication can be misunderstood. We need to be calm and patient with the person. Communication includes verbal and non-verbal communication.