Communicating With Children
Posted: Mon Oct 19, 2015 10:54 pm
Q1-what are the skills you believe necessary for effective and sensitive communication with young children?
active listening
empathizing with the child’s point of view
developing trusting relationships
understanding non-verbal communication
building rapport
explaining, summarizing and providing information
giving feedback in a clear way
understanding and explaining the boundaries of confidentiality
-----------------------------------------------------------------
Q2-when can educators provide opportunities for children to engage in conversations about topics that interest them?
Practice
Take every opportunity to practice! Modeling and practice are critical components
Continuing the Conversation
Conversations, of course, cannot be limited to “Hi”. You have to have follow-up dialogue and that requires a topic of interest.
. Appropriate Greetings
Work on appropriate words for greeting a person. Discuss which greetings are appropriate for whom.
The Approach
One of the most important parts of conversation is eye contact. Work on making eye contact with your child.
-----------------------------------------------------------------
Q3-what are some strategies educators can employ to encourage children to participate in conversations which interest them?
1-Position non-mobile children so they are able to observe and interact with one another.
2- Position educators they are directly facing the child and seated at child’s eye level during routine and group activities
3- Use unexpected events or silly comments to promote communication
4- Structure multiple activities so small groups of children can play together
5- Encourage children to notice one another during play activities by saying, for
example, “Connor has the dinosaurs, they’re eating the food.”
6- Ask questions during book reading, and allow each child an opportunity to respond.
7-Comment positively on children’s responses and encourage children to do the same.
8- Within play activities, establish some vocalization/phrase to pair with a specific play
action, then use the vocalization each time the play action occurs
------------------------------------------
Q4-Record five open ended questions educators can ask children to encourage them to speak freely about a topic that interests them?
1- Tell me about your picture
2- Who knows a good way to use clay?
3- What are some different ways to make this picture beautiful?
4- Tell me about your picture
5- What else can you do with play dough
----------------------------------------------------
Q5-In your own opinion, why it is important for a service to create routines which are relaxed and unhurried for meal times?
Children may have different eating routines that will need to be staggered to meet their individual needs. For example, a young baby may require lunch earlier than an older child. This can potentially limit opportunities for interactions between yourself and children during meal times, as you aim to meet every child’s needs. You may be able to consider whether younger children could eat their lunch at the same time as older children’s morning tea. This would allow all childrento be eating at the same time and provide an opportunity for you to interact with each child. Alternatively, quieter, passive activities for older children may be planned to occur during younger children’s meal times so that the older children can play in or near the same area as younger children when they are eating.
--------------------------------------------------
Please suggest am I right in my responses? thanks
active listening
empathizing with the child’s point of view
developing trusting relationships
understanding non-verbal communication
building rapport
explaining, summarizing and providing information
giving feedback in a clear way
understanding and explaining the boundaries of confidentiality
-----------------------------------------------------------------
Q2-when can educators provide opportunities for children to engage in conversations about topics that interest them?
Practice
Take every opportunity to practice! Modeling and practice are critical components
Continuing the Conversation
Conversations, of course, cannot be limited to “Hi”. You have to have follow-up dialogue and that requires a topic of interest.
. Appropriate Greetings
Work on appropriate words for greeting a person. Discuss which greetings are appropriate for whom.
The Approach
One of the most important parts of conversation is eye contact. Work on making eye contact with your child.
-----------------------------------------------------------------
Q3-what are some strategies educators can employ to encourage children to participate in conversations which interest them?
1-Position non-mobile children so they are able to observe and interact with one another.
2- Position educators they are directly facing the child and seated at child’s eye level during routine and group activities
3- Use unexpected events or silly comments to promote communication
4- Structure multiple activities so small groups of children can play together
5- Encourage children to notice one another during play activities by saying, for
example, “Connor has the dinosaurs, they’re eating the food.”
6- Ask questions during book reading, and allow each child an opportunity to respond.
7-Comment positively on children’s responses and encourage children to do the same.
8- Within play activities, establish some vocalization/phrase to pair with a specific play
action, then use the vocalization each time the play action occurs
------------------------------------------
Q4-Record five open ended questions educators can ask children to encourage them to speak freely about a topic that interests them?
1- Tell me about your picture
2- Who knows a good way to use clay?
3- What are some different ways to make this picture beautiful?
4- Tell me about your picture
5- What else can you do with play dough
----------------------------------------------------
Q5-In your own opinion, why it is important for a service to create routines which are relaxed and unhurried for meal times?
Children may have different eating routines that will need to be staggered to meet their individual needs. For example, a young baby may require lunch earlier than an older child. This can potentially limit opportunities for interactions between yourself and children during meal times, as you aim to meet every child’s needs. You may be able to consider whether younger children could eat their lunch at the same time as older children’s morning tea. This would allow all childrento be eating at the same time and provide an opportunity for you to interact with each child. Alternatively, quieter, passive activities for older children may be planned to occur during younger children’s meal times so that the older children can play in or near the same area as younger children when they are eating.
--------------------------------------------------
Please suggest am I right in my responses? thanks
,