Welcome to Silkysteps forums - early years resources and online community. Please find help and support for preschool planning, ideas and activities for children's play Enjoy a range of number rhyme themed activity ideas
Silkysteps - click to visit the home page Buy & download printable activity ideas for children, young people and adults What's new - find all the latest updates and activity adds Plan ahead with links to England's early years foundation stage framework Shop with amazon.co.uk and meet all your setting's needs

Go Back   Silkysteps early years forum - planning ideas for play > Welcome to silkysteps' Early Years Forum > Early Years Discussion Forums > Training, Qualifications & CPD > Level 3 Diploma EYE NVQ

Level 3 Diploma EYE NVQ Level 3 support for: NVQ Children's Care, Learning and Development, Diploma for the Children and Young People's Workforce, England's Early years Educator qualification Please DO NOT COPY and PASTE information from this forum and then submit the work as your own. Plagiarism risks you failing the course and the development of your professional knowledge.

Role play with a pod of cl'awesome playdough crabs

Thread Tools Display Modes
Unread 09-15-2012, 05:12 PM
AsiaAhmed AsiaAhmed is offline
Bean shoot ~~Just sprouting...~~
Join Date: Sep 2012
Posts: 1
AsiaAhmed is on a distinguished road
Default 052 and 051.1.1 Units, need help!

Hi friends,

I require help with the following units:
  • 051.1.1
Different reasons why people communicate?

Describe the factors to consider when promoting effective communication.

Explain how people from different backgrounds may use communication methods in different ways.

Identify barriers in effective communication.

Describe the potential tension between maintaining an individuals confidentiality & disclosing concerns.

Explain the importance of reflective practice in continuously improving the quality of service provided - so why need to reflective on practice? Explain.

Evaluate how learning activates have affected practice.

I really need desperate help on this, if you have any input or can an even answer just a single question please post.
Please help, thank you.
Reply With Quote
Unread 09-17-2012, 09:48 AM
Ruthierhyme's Avatar
Ruthierhyme Ruthierhyme is offline
Join Date: Nov 2005
Posts: 6,307
Ruthierhyme has disabled reputation


Reasons why people communicate

Identifying barriers

Methods of communcation

Communication and differing backgrounds:

Evaluating how learning activities have impacted on practice
About learning activities

Understanding plagiarism

The search page will help further

Best wishes

Bookmark the What's New' page and keep up to date with all the latest additions.

Supporting the forum thank you for every generosity, without visitor donations there wouldn't be a forum xx

Reply With Quote
Unread 09-19-2012, 11:17 AM
charlotte1001 charlotte1001 is offline
Horse chestnut ~~revealing great treasures...~~
Join Date: Jun 2010
Posts: 115
charlotte1001 is on a distinguished road

A/C 1- Identify the different reasons people communicate.

The different reasons people communicate are:
- To gain, share and express; opinions, information, ideas, thoughts, knowledge, feelings, emotions, needs and wants.
- To socialise, build and maintain relationships to satisfy our constant need to relate to others and have them relate to us.
- To request or demand something.
- To learn, teach and educate.
- To persuade, argue and inform.
- To compliment.
- To experience.
- To soothe and support others.
- To gain attention, reassurance and acknowledgement.
- To conduct business.
- For pleasure. (film, music, art, theatre)
- For emotional intimacy and well-being.
We communicate to understand and to be understood.
These are important in childcare to keep the children safe and the parents well informed, communication in the setting is key.

A/C 2- Describe the factors to consider when promoting effective communication.

The factors to consider when promoting effective communication are:
- Your subject, intent and purpose:
 It is important to consider;
• Having all the relevant information to hand as to be organized.
• Whether your subject, intent and purpose is appropriate.
• Knowing your subject well.
- Your audience:
 It is important to consider;
• Diversity.
• Being aware of cultural aspects.
• Evaluating the possible barriers to communication and how to overcome these.
• Being aware of cultural aspects.
• Experiences- Experiences can affect the way people interpret messages in different ways.
• Age and ability, to ensure its cosy and homely for children and quiet for adults.
- Your content and delivery:
 It is important to consider;
• Your language- To ensure:
o Your language use is appropriate including age and ability suitable.
o It’s clear and sensitive.
o It has correct spelling and grammar.
o Language barriers are considered and overcome.
o Your language is used for purpose i.e. if the purpose is to persuade your language would involve persuasive language, if the purpose is to describe your language would involve descriptive language etc.
• The best method of communication.
• Always making eye contact.
• Ensuring you smile as appropriate.
• Being patient.
• Not interrupting or finishing sentences.
• Giving the other person time.
• Concentrating on what the other person is saying to you and to listen.
• Ensuring that your questions are open to encourage further communication.
• If you are leading a group situation, ensure that everyone is listened to and that their opinions are valued.
• Promoxity (the distance between you) whether you know them and they would benefit form being close or you don’t know them and their shy and would feel intimidated.
• Being observant and notice others reactions.
• Orientation (your bodies position) this can allow break off of eye contact to have a less direct style of communication.
• Your attitude, being positive and professional.
• Your presentation, how to lay out written communication as well as how to present yourself in verbal communication.
• Your body language
o Being warm and welcoming
o Posture- Whether you are giving out ‘bored’ signals or ‘interested’ ones. Leaning forward slightly shows you are interested while leaning backwards may make the person think you’re bored.
- Your response:
 It is important to consider;
• Being constructive and fair.
• The best form and method of communication for your response.
• Being sensitive.
• Your language.
- Your environment:
 It is important to consider;
• Whether its too busy and too noisy.
• Whether it needs to be private when dealing with sensitive subjects or confidentiality.
• The age of your receiver i.e. cosy or homely for children.

A/C 1- Explain how people from different backgrounds may use and/or interpret communication methods in different ways.

People from different backgrounds may use and/or interpret communication methods in different ways by; the following factors;
 Experiences:
• Shared experiences-
People with the same shared experiences may interpret things in similar ways.
• Past experiences-
Recipient’s past experiences may influence the way that they decode and interpret messages i.e. a note from the nursery asking a parent to make an appointment may make the recipient assume that there is a problem based on previous experiences.
 Cultural backgrounds:
• Culture-
Cultural backgrounds affect the way people may use methods of communication as eye contact may not be as common in some cultures as others or it may be interpreted differently.
 Family backgrounds:
• Families-
Family backgrounds make a difference and everyone has their own way of communicating together. For example a family member may say a word that will make the rest of the family laugh but a visitor will remain puzzled, or someone may use a ‘slang’ word that the rest of the family understands but not visitors’.
• Childhood-
Some children may have heard swearing at home, or some children maybe hearing more than one language. Some children may be in a loud, noisy home while others may have a family that is quiet.
 Personality:
• Confidence and self-esteem-
Some children who are shy may seem unenthusiastic but may just simply not enjoy talking in a group or communicating with unfamiliar people.
 Linguistic knowledge:
• Literacy-
Some people may have acquired literacy skills to a high level while others may struggle- this can be the result of a learning difficulty or because they are using a language in which they are not yet fluent.
• ICT knowledge-
As with literacy, people will have different competences and so may or may not feel comfortable with this media.

A/C 2- Identify barriers to effective communication.

Barriers to effective communication are;
 A physical condition such as a cleft palate.
 A speech impediment such as a stammer.
 A hearing impairment, either permanent or temporary.
 Lack of confidence.
 English as an additional language (Language differences).
 A learning need, for example Down’s syndrome.
 Lack of education and literacy skills.
 Having a career drop off and collect the children instead of the parents.
 A visual disability.
 Environmental constraints.
 Emotional barriers and differences.
 Social context situations- Statement sand behaviour that is understood by friends and family may be understood by strangers.
 Misunderstandings, assumptions and misinterpretation of communication.
 Group interaction patterns may exclude individuals.
 Labelling, stereotyping and prejudice.
Barriers to communication is anything that prevents people communicating with others or forming relationships with them. This might be hearing, speech or visual loss, learning disabilities, mental health issues or a lack of support services. Some children need support in order to communicate. This means that they might not be able to tell you what they want to do or what they need. A varied of strategies can be used to help overcome barriers.

A/C 3- Describe the potential tension between maintaining an individual’s confidentiality and disclosing concerns.

The potential tension between maintaining an individuals confidentiality and disclosing concerns could leave parents feeling angry, upset, betrayed and/or have an awkward, uncomfortable atmosphere. If I had concerns that a child was being abused, I would be bound to inform my manager quickly and securely as not to break confidentiality even further, she would follow our policies and procedures and report to the safeguarding board. The effects of this are if my concerns prove to be false the parents may withdraw their child from the setting feeling very angry, hurt and betrayed. There may also be an awkward moment and feeling if they entered the setting and faced members of staff because although the person that put forward their concerns remains anomonous, the parents still knows it would be one of them. They could also feel distressed and fearful that social services may take their child away meaning the parents could have and hold a grudge and blame staff at the setting.
Reply With Quote

Thread Tools
Display Modes

Posting Rules
You may not post new threads
You may not post replies
You may not post attachments
You may not edit your posts

vB code is On
Smilies are On
[IMG] code is On
HTML code is Off

All times are GMT +1. The time now is 02:35 AM.

Powered by vBulletin® Version 3.6.8
Copyright ©2000 - 2016, Jelsoft Enterprises Ltd.