2.3- COMMUNICATION AND PROFESSIONAL RELATIONSHIPS WITH CHILDREN, YOUNG PEOPLE AND ADULTS
Learning outcome 1: Know how to interact with and respond to children and young people
Describe how to establish respectful, professional relationships with children and young people
A good relationship between the pupils and the teaching assistant within the school is very important. A good TA works closely with the children and often is the first person they turn to for help or other issues. Being a good role model will positively influence the children and will encourage good behaviour and have a positive impact upon their progress.
In order to achieve this, the TA should greet the children with a smile; it makes them instantly warm and approachable should they need to talk to a adult. They should look at them when talking so they know they have their full attention. By talking respectfully while using a soft tone of voice, the TA will pass on good communication skills to the children who have a tendency to copy the displayed behaviour. Patience and consideration are also key qualities in a TA as well as listening and treating the children equally and fairly. Showing interest, care or concern will make the children feel valuable and seen as unique individuals this will build up their confidence.. Giving them tasks or choices will make them feel responsible and will promote their independence. By being honest with the children, the TA will earn their trust and by praising them, they will feel proud of themselves and will likely have a positive impact on their studies and their social development.
Describe with examples, how to behave appropriately for a child or young person's stage of development
Children and young people develop at different stages so when we need to communicate with them, we have to take into account their age and stage of development. Children of all ages have different levels of attention span therefore behaviour and communication will vary accordingly.
Foundation and Key Stage One
When speaking to children of this age group, the TA need to get down to their eye level so they do not feel intimidated by his/her height and maintain eye contact with them when talking. He/she must make sure to use language they will understand, with simple and short sentences, he/she must be clear and articulate and patient. He/she may need to repeat and explain things again. He/she will need to make them repeat what has been said to check if they understand. He/she has to listen carefully not only to show that he/she is interested but also to teach them, by example, the concentration skill needed to listen to someone. He/she needs to teach take turning when talking in order to listen and include everyone; this will have a positive impact on their social skills. He/she has to keep it short because their attention span is limited. At times, he/she might need to help them with things like doing up buttons or laces, or putting on socks for a PE lesson for example, although TA is there to support them but he/she is also there to teach them therefore the TA must encourage the children to do things themselves to make them more independent and praise them whenever they show a positive attitude towards this. Some children are more emotional then others, for instance when younger children are just starting school, parting with the parents can be distressing for them and in some cases they cry; some would need a hug or to hold hands, some would want to be left alone. The TA must follow the school's policies and guidelines about physical interactions and act accordingly. In my school hugs, holding hands or pat in the back are appropriate under some circumstances (as quoted above).
Key Stage Two
Children in this age group have developed their communication skills and gained maturity and have a level of understanding of the world around them. The TA should be smiley and friendly when interacting with them, eye contact and clear speech are still