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Old 10-16-2011, 04:42 PM
sharon ashenden sharon ashenden is offline
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Default Please help really struggling

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Find support with this and other criteria from unit SHC 31 here
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Hi please could someone help me with this question
What effect can different backgrounds have on communication methods used.

Describe using examples how you:

Establish the communication and language needs of the individuals using your setting.
Respond to individuals reactions when communicating.
Overcome any barriers experienced.
Clarified misunderstanding.

Really struggling to answer these.

Please help many thanks
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Old 10-16-2011, 06:32 PM
yankee123 yankee123 is offline
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You could have children from a different country - EAL children,
What if children were shy, had low self esteem or not much confidence
You could have children with hearing problems - use sign language etc
You might need to adapt activities to suit the needs of the child - ieps, play plans
How could you communicate with children's parents who do not read or write, have a phone or internet
What about children whose parents do not know how to respond or communicate appropriately - lacking in care, aggressive, upset etc

hope this helps
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Old 10-16-2011, 08:32 PM
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lyn c lyn c is offline
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have alook at this and see if you can use any of this, it might help you.

PECS picture exchange communication.
Cannie barrie- signs for visual impairment (tactile signing, you tap the person with the equivalent sign on their body)
Visual clues- time table, now and next charts

There are other things to be considered when promoting communication. Is it the right place (environment) to communicate with parents/carers/outside agencies. It could be too noisy, what you are discussing could be private so is there a place that you could take the parents/professionals to talk to in private. This means that you can concentrate on giving the right information and making sure what is said is understood and a two way conversation can flow. Always allow enough space between you and the person/child you are talking to. If it’s a parent/carer have a little distance between you but not too much, if it’s a toddler than they like you to be close when communicating with them, so observe the other persons/child’s body language to gauge how much distance you think you will need.

Your body’s position is also important, being slightly at an angle when talking to parents/children can help due to if either one of you do not want eye contact, so this can easily be broken if either person wishes to do this and enables this to be less direct.
Posture is very important when communicating if you are showing signs of boredom then a parent/child will lose concentration and not want to communicate as if you show you are interested e.g. Leaning forward whilst on a chair shows that you are interested, if leaning back or slouching or looking around the room shows that you are getting bored and would like the conversation to stop.

Good listening skills are important for communication this enables you to give your full and undivided attention to one person. You should also beware of what else is happening around you e.g. how they communication, observe body language, gesture and signals.
All adults/children need time to process any information that is given to them, so do not jump straight in after asking a question, pause for a while to see if they communicate back. They need time to think of the question and how they are going to answer it, especially when communicating with the children. Adults might need more time when given complex or unexpected information.

Here are a few examples to put into practice if needed:
• Have they understood what you have said, if not the person can request clarification of what has been said.
• You need good listening skills.
• Make eye contact but do not force it.
• Do not assume or come to premature conclusions.
• Use open ended questions (for participation and feedback).
• Take time to view different opinions to broaden and challenge your existing thoughts rather than feel threatened by what is being said.

3.2 Identify barriers to effective communication.
• Hearing Impairment- A child/parent that has a hearing impairment in
one or both ears.
• Visual sight- A parent/child that has no visual sight or poor vision or sight in one eye.
• Disability/learning difficulties- A child/parent that might have a condition called Autism that might stop them from communicating effectively and might need visual aids to help them communicate.
• Learning and speech impediment- A child or parent that finds it hard to communicate through speech and gets frustrated because they are not understood. A Speech and Language Therapist might be able to help with strategies to help you overcome these barriers.
• Assumption- Do not assume listen to the whole conversation and give yourself time to respond.
• 0ther languages (cultural backgrounds or English as an additional language)- you may need an interpreter or find other means of communicating with parents/children that do not speak English. We have a child and parents that only speak a little English so we liaise with an Auntie via a telephone call when there is a clear misunderstanding of anything that is said.
• Using jargon- do not use jargon to communicate with others unless you are sure that they understand e.g. EYFS some parents/carers do not understand this. Has others who you know are aware of the certain jargon it might be useful to use e.g. i look after a child that has a disability so as i am constantly talking to her parents about the Speech and Language Therapist, I might use the words SALT because they would understand it, but saying that i personally do not use a lot of jargon because I would not like people using jargon with me and I think it is unprofessional to assume that they understand the jargon.
• Different family background personality (if a parent is shy, lacks confidence or self esteem).
The impact of speech and language skills on learning are:
• Misunderstandings on verbal instructions due to them not understanding the question.
• Children cannot access, store or use new information i.e. it causes a barrier to learning.
• Unable to demonstrate their knowledge or explain their reasoning.
• You need language skills to establish friendships with other children.

Wider impact of speech, language and communication skills:
• Literacy skills.
• Academic achievement.
• Social friendships/relationships and personal skills.
• Self-esteem and confidence.
• Emotional regulation and behaviour.

Longer term impact:
• Employment
• Social inclusion.
• Life chances.

3.3 Demonstrate ways to overcome barriers to communication.
Here are some ways to overcome barriers that are present to stop everyone from communicating wrongly.

• Use symbols to help support children with communication difficulties such as PECS (picture exchange communication system), visual timetable, now and next chart etc.
• Hand and gestures such as sign-a-long, Makaton, Caanan Barrie, Facial expressions (show emotions), pointing, showing etc.
• Lip reading, eye to eye contact.

If a child or parent does not speak English find other ways to communicate such as;
If child does not speak English use visual aids, symbols, pointing, saying word correctly when you have identified what the child was trying to say, make it simple and easily understood, use only one word to start and then progress when the child understands the word. Ask parent to provide a list of common phrases that they use such as toilet, drink, mummy, daddy. This will help staff to recognise what the child might be trying to say and make the child feel accepted. Always praise a child when they communicate effectively even in the slightest because this will give the child confidence and build their self esteem. Give the child time to answer, always pause to see if the child understands and answers.

Children with speech and communication difficulties:
There is usually a reason why Children find it hard to communicate. This could be due to a hearing impairment or Autism etc. You should provide other opportunities for them to communicate such as signing, gestures, pecs (visual clues). This can be used with practice to construct sentences and help the children communicate their needs and wants. This can be of more benefit to the child if everyone is working together such as parents/staff/outside agencies etc.

Parents/children that have communication difficulties which could be due to them being unable to read.

Put letters in a very basic form, maybe use images or pictures e.g. if it is important for the children to have sun-cream in their bag put a picture or image of sun-cream on the letter. Speak to parents with no pressure explaining to them if anything is not understood in the letter that you can take time with them to help them understand it, but do not assume that they are helpless just because they can’t read. They may have somebody at home that may be able to help them read the letter, you can suggest that they fetch somebody with them for reviews and so on.
Here are a few strategies when communicating with others;
• Hearing impairment -Hearing aids, Hearing loops, Hearing dogs, Road crossing signals Buzzer or vibrating alerts, Knowledge of infection - coughs & colds: glue ear & the impact this has on hearing.
. You can use eye contact, Hand and facial gestures (non verbal), PECS (picture exchange communication), sign language (Makaton, sign-a-long etc), Lip reading and Visual clues (now and next chart, timetable etc).
• Visual sight- wear glasses, communicate more verbally either through music e.g. when it’s pack away time use the same song every time or give them a five minute warning, then a three and one minute before it is time for them to pack away.
• Caanan barrie which is especially designed for tacktile touching for people that have visual difficulties.

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Old 10-16-2011, 09:09 PM
sharon ashenden sharon ashenden is offline
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Thank you for your help, been very useful.
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Old 10-17-2011, 07:14 AM
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lyn c lyn c is offline
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Originally Posted by sharon ashenden View Post
Thank you for your help, been very useful.
Your welcome

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