2 3. · PDF file · 2014-06-27Original text and illustrations © Pearson Education Limited, 2011 3. COMMUNICATION ... Original text and illustrations © Pearson Education Limited,

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BTEC Apprenticeship Assessment Workbook Level 2 Child Care

Original text and illustrations © Pearson Education Limited, 2011

3. COMMUNICATIONIn your work in a childcare setting you will communicate with children, their families, your work colleagues and various other childcare professionals as a part of a team. You will therefore need to become an effective communicator as this is an important skill that will allow you to work together to meet the needs of children in your setting. The following activities will support you in your development of effective communication skills.

KNOWLEDGE AND UNDERSTANDING

These tasks will allow you to investigate why people communicate and identify possible barriers to communication. You will consider how effective communication will affect all aspects of your work. You will explore the importance of confidentiality in your work with children and carry out activities with children to encourage their communication development.

Task 1

Draw a mind map of the various reasons why people communicate.

CYPW Unit 7: 1.1

CCLD Unit 7: 1.1

Why do peoplecommunicate?

To expressa need

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Task 2

In the diagram, identify possible barriers to communication, how to overcome these barriers and support or services available to help overcome these barriers. Follow the example by writing a barrier to communication on the inner layer of the diagram and then identify strategies to overcome this barrier in the outer layer.

An example has been completed for you.

In this example, the barrier to communication is the child’s hearing impairment. The Special Educational Needs Coordinator (SENCO) is the source of advice and support. Encouraging the child to sit close to the front during story time will allow the child to hear the story more clearly and is therefore a possible way to overcome the barrier.

Consult with the SENCO. Ensure the child sits close by during

story time

A child has ahearing

impairment

Barriersto

communication

CYPW Unit 7: 3.1, 3.4

CCLD Unit 7: 3.1, 3.4

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Task 3

1. Consider your role within the childcare setting. List the people you need to communicate with in the setting.

Write your answer here:

• Children • ..............................................................................................

• ................................................................................ • ..............................................................................................

• ................................................................................ • ..............................................................................................

• ................................................................................ • ..............................................................................................

2. Choose three of the people you communicate with and describe why it is important to observe their reactions when communicating with them.


3. List some of the possible consequences if this communication is ineffective.


CYPW Unit 7: 1.2, 1.3

CCLD Unit 7: 1.2, 1.3

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Task 4

1. What does the term ‘confidentiality’ mean?


2. Following are some scenarios where information normally considered to be confidential might need to be passed on and where you may need to seek advice on confidentiality. Read them, then indicate if you would need to pass this information on or seek advice on confidentiality.

Scenario 1You are engaged in a creative activity with a group of four young children. Sally tells you that she is going to make a card for her mum’s birthday. Her dad is going to organise a party for her mum but it’s a secret.

Do you need to pass this information on? If so, explain why?

Where would you seek advice on confidentiality in this case?

CYPW Unit 7: 4.1, 4.3, 4.4

CCLD Unit 7: 4.1, 4.3, 4.4

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Scenario 2While you are reading a book with Adam, he tells you that he is so grown up now that he is seven years old, that his mum lets him stay at home on his own at night time while she goes to work.



Scenario 3 Laura tells you that she and her sister were allowed to watch an adult film that was on when they stayed up very late at night at their auntie’s house at the weekend.



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Scenario 4In the morning at nursery, a parent approaches you and informs you that their child has been up several times during the night and will therefore be quite tired today. Please could you only let them sleep for 20 minutes at nap-time to try to make sure that they sleep properly in the night?



EVIDENCE GATHERING

In this activity you will capture evidence of how you can promote the communication skills of children. Your assessor will help you to identify suitable items of evidence.

You need to gather evidence of activity within areas of your work to demonstrate the following:

a) That you communicate with children and young people in a way that is appropriate to the individual, using both conventional language and body language.

b) That you actively listen to children and young people and value what they say, experience and feel.

c) That you check that communication has been understood.

Suggested evidence may include:

• observation• witness testimony• reflective diary entry.

CYPW Unit 7: 3.3, 4.2

Unit 12: 1.1, 1.2, 1.3

CCLD Unit 7: 3.3, 4.2

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PUTTING IT INTO PRACTICE

This activity will enable your assessor to examine your competence in communicating and listening actively by observing you carrying out workplace activities. This might include asking related questions to test your underpinning knowledge.

• You will be required to carry out activities with the children in your setting during this visit to demonstrate communication and active listening skills. Possible suggestions could include charades or Chinese whispers, although you may be able to think of something much more fun!

• It may be that a parent or carer has given you some information at drop-off or collection time, so you will need to pass this information on appropriately following the policy of the setting.

PROFESSIONAL DISCUSSION

Your assessor will conduct a professional discussion with you, which will capture evidence necessary to prove your level of knowledge and understanding of topic areas.

CYPW Unit 7: 3.3, 4.2

Unit 12: 1.1, 1.2, 1.3

CCLD Unit 7: 3.3, 4.2

Pass on information that a parent or carer has given you at drop-off or collection time in an appropriate way.

CYPW Unit 7: 2.3, 3.2, 4.2

Unit 12: 1.1, 1.2, 1.3

CCLD Unit 7: 2.3, 3.2, 4.2

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Below are some topic areas you will need to consider when preparing for the professional discussion with your assessor.

• Effective communication that meets individual needs.• Listening and responding appropriately.• Checking that children and young people understand what is

communicated.• Knowing when to seek advice about communication.• Demonstrating how to reduce barriers to communication in

different ways.

Your assessor will plan the content of your professional discussion and will advise you to help you to prepare beforehand. The professional discussion may cover more than this section of your Assessment Workbook.

Discussion process

The discussion process will offer you the opportunity to show your knowledge of effective communication skills and how to put them into practice. To prepare for your professional discussion, you should think about the following.

• How you communicate effectively with children, parents, carers and professionals in your role.

• How you maintain confidentiality in your practice.• How you have reduced barriers to communication with a child

for whom English is not a first language or a child with a special need or disability.

• Where you would seek advice about a newsletter you would like to send out to parents.

• How you could reduce barriers to communication. For example, large print, audio tape, different languages.

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2 3. · PDF file · 2014-06-27Original text and illustrations © Pearson Education Limited, 2011 3. COMMUNICATION ... Original text and illustrations © Pearson Education Limited,