unit 308 Communicate with children openly and honestly in ways that are not judgmental - help pleasssseeee

[laura0011]

ive used this fantastic site and its been a great help, ive always got info needed without posting but ive gone totally brain dead nearly finished

can anyone give me ideas or bullet points for what i can write about

Communicate with children openly and honestly in ways that are not judgmental

Thx

[anncs]

Iv sat for ages on this one too, can anyone point me in the right direction please.

Thanks, Ann

[Ruthierhyme]

Hi, a warm welcome to silkysteps, this is performance criteria that hopefully your assessor will be able to see you doing in action

it may involve you

• Always being friendly and approachable: check what facial expressions and body language you use - smiling, make eye contact, turn your body towards the child when communicating, scowl, grimace, look deflated or defeated, turn body away.
• Checking facial expressions are appropriate for what you are feeling/saying - do you smile when angry or laugh when sad
• being non-judgemental: evaluate personal experiences before communicating with observations or statments of fact - ones that you view considerably positive and those that were negative enough to influence your practice & would use to help guide choices/decisions, opposing views exist for most situations eg. what I find nice you may not. Being smacked as a child doesn't mean smacking is right, being of one faith doesn't mean everyone should belong ..
• Listen carefully and give time for the information to be given - use promtps to help show you are listening 'tell me more, 'that's interesting, 'Oh, I see, 'what happened next
• Repeat what has been said in a complete and correct form to ensure everyones understanding.
• Give praise, encouragement and share observations appropriately whenever needed or wanted.
  Maybe see what training is available for exploring: Children's learned or learnt helplessness, what attention seeking behaviour evolves from, school readiness, its definitions and implications.
• Show you value what is being said taking time to understand where it is coming from and where it is going - does the child feel victimised, what exisitng knowledge is being used to base their interactions and communications on.
• Challenge prejudice and discrimination without judgement, which can mean not disciminating against discrimination: explain your experience, knowledge and possible alternatives .. 'only girls look after babies = "boys and dads also look after babies", "my dad read me stories when I was little, my husband reads stories to our baby', 'xx's brother helps to put her shoes on when they all go out for a walk. He was telling us how he helps to feed her after she's had her nappy changed. What things does your dad/brother/friend help you do?
• Keep promises - don't agree to actions that you are unable, unsure or unwilling to follow through on.
• Honour comittments - take the assurances given to children, young people and to colleagues, parents & carers seriously - contact the people you said can help, provide children with updates to situations where and when appropriate.
• Be fair, consitent and positive: don't say one thing to one child and contradict yourself to another or change what you feel about a subject day to day - pushing someone over without their permission is as negative on tuesday as it is on saturday. Point out what children can do and how barriers/problems can be overcome.
• Evaluate the impact that your professionalism, behaviour and/or responses has on others.
• Maybe analyse the words and phrases used to see how appropriate and inappropriate they can be eg.
  Labelling words: that was stupid, you are naughty
  Ridule, tease and demean, shame: you act like a baby, you're such a tell-tale, why are you so messy, I'm ashamed of you, you can't do anything
• Always have an awareness of the confidentiality and privacy that may be needed wen communicating honestly and openly.

Hth, enjoy the site xx