TDA 3.1 : Communication and professional relationships with children, young people and adults.
By Christopher D Sanders
1.1 Explain why effective communication is important in developing positive relationships with children, young people and adults.
It is important to adapt communication to include all children. I always show interest in what they are saying as it boosts their confidence and shows that you care. When talking to the children I use the level that the child I’m talking to can understand as some of them you have to use short sentences as they can’t handle to much information. When talking to adults I always speak clearly and use positive body language like smiling. I’m always friendly to all member of staff or anyone I come into contact with. The school has an open door policy so parents/carers are always popping in and I know a lot of them. So I’m always respectful and friendly and often hold conversations with them. We also have to make phone calls home so I am polite and friendly and sometimes have to be sympathetic.
1.2 Explain the principles of relationship building with children, young people and adults.
We help children to learn the value of positive relationships in many ways. We promote and reward positive behavior, encourage turn taking, we ensure we are good role models; we encourage sharing and build self-esteem of the use of praise and reward. We also encourage the children to be kind to each other. As adults we must respect other peoples view even if we don’t agree as everyone is entitled to their opinion. Always show you’re interested in what people are saying, show concern if needed and be a listening ear.
1.3 Explain how different social, professional and cultural contexts may affect relationships and the way people communicate.

When communicating with other professionals in school our language and behaviour should be more formal and official when speaking to other professionals or senior members of staff, over time this form of communicating will become automatic to that of informal or casual conversations of that in the staff room.
In my job it may leave me open to parents approaching me to ask questions but more importantly, I am more aware of the confidentiality policy within my school and what I must do in cases like this.
When communicating with different cultures we need to be aware of our body language and how we speak. Many cultures have different views and values on personal space as well as on nonverbal behaviour which may include; hand gestures, body language and eye contact. When communicating with children with communication barriers breaking sentences down into 2 word syllables may help as well as using simple sign language such as Makaton; a language programme that uses signs and symbols as a way of communicating. Although this resource is typically used for working with children with special educational needs, it could also be used as a tool in communicating.

2.1 Explain the skills needed to communicate with children and young people.

•Give eye contact and actively listen.
•Use body language and facial expressions, and be approachable.
•React and comment on what they are saying.
•Be interested, responding and questioning to maintain conversation.
•Give children sufficient opportunities to talk and express themselves as they may lack confidence when speaking to adults.
•Often children feel that you are not listening if you do not give them eye contact, make sure that if they are talking you give them your attention.
•When speaking to small children get down to their level, smile nod and make appreciative noises to assure them that you are interested in what they have to say.
•Repeat back to the child to ensure your understanding, this way you can correct incorrect language without them feeling like they are wrong. Also comment on their statement so they feel you are interested in what they have said.
•It is important for children to experience the norms of holding a