Health and social unit 2- A04 practical interaction and evaluation.

Aims:
-create bonfire night pictures from small pieces of coloured card
- I want this to include an adjective wrote by the child
Objectives:
- I intend to achieve this by using verbal communication to explain what to do.
- I intend to use positioning to make my communication with the group effective.
For this part of my coursework I will plan a practical task which I can then carry out with a group of 4 to 5 year old children. This task will need a variation of effective communication skills for it to be successful. By the end of the task I aim to have a finished picture of fireworks made from coloured card shapes glued down and a word that described their bonfire night. This will mean communicating with the children as a group and also communication one-on-one effectively to help them with the spelling of their word. To do this effectively I will need to take into consideration things that could inhibit my communication such as heating, this could be making sure the room isn’t too hot or too cold taking concentration away from communication. secondly lighting, meaning making sure the room isn’t to light that it’s a distraction or hot dim that you can see others facial expressions. Another problem with lighting is that I cannot stand with my back to a window of light source because this will make my face hard to see which will affect the facial expressions that the children see. Lastly the most likely one to effect communication I an early years setting, such as this reception class, is the level of noise and how distracting this could be. This is particularly likely here as children tend to talk as they work and also tend to talk over one another. This could be a problem within the group if the children talk over me or over each other this could be a problem when I have to help the children one-on-one they may all need help at the same time and talk over one another all at once. Also if I’m placed in a room where is another group of children doing another activity this could make the room become very noisy and inhibit the understanding of verbal communication making it harder for me to give out instructions or give help I will have o make sure I am either in a smaller room with the group alone or in quieter part of the room such as a back corner away from the other tasks. I have also mentioned as an aim, seeing how effective positioning is in communication. By this I mean how the children will be sat around a table but how is best to sit. I looked at all different ways of sitting and found that for this type of activity a square or round table would be the best option as they are working together in a group and they can see each other’s work for their own ideas. But when working one-on-one with each child it is best to be sat differently depending on the situation. for example if you’re in a quiet environment or working with a deaf person who can lip-read it would always be best to be sat directly across from the person you are communicating with. But if you are working in a noisy environment or with someone who you have to show a visual aid, e.g. a task sheet or notes, to the person you are communicating with it is best for you to be sat next to them so that they can hear you clearer and when showing something this also stops it being upside down for one of you because that could be confusing for both.

Method: at the beginning of the task I will ask the children to introduce themselves, this will just be saying their names as they will already know who I am as I will have been introduced by their teacher because I would have been working with the class before the activity. The reason I will learn their names first because it is good in communication when calling someone by their name. I will then try to a calm atmosphere by asking the children to stop taking, if they are, and if that doesn't work will use body