Cypop5 Task 3.3

1:50 PM 420 for this worker spoke with Holly McAdam’s. Holly took CJ over to Christina’s home for a visit with Sophia. Holly knocked on the door, but there was no answer, no one was home. This worker informed Holly that Sophia was still on vacation. This worker was informed that Christina asked for the visit in Holly's home instead of her own home. Holly did not want to do the visit in her home, due to Holly ends up doing all the work. Holly spoke about the weekend prior it was her husband's birthday and she and her husband went out on a date. CJ and Gracie were being watched by their grandma Carol. Christina called Holly, Christina's told Holly she would meet her at the Olive branch to take the children to her mom Carol home because Carol did not have car seats. Holly questioned how Christina had a car. Christina said that a friend that was working let her borrow her car. Holly reminded Christina that she could not be alone in the

The process used by the work place complies with data protection by ensuring all information regarding children is kept protected. This includes photos of the children and the parent’s must sign to have the children’s pictures around the school or anywhere else. Information about children is kept between the right agencies if they are under any sort of

People communicate for different reasons, to portray their feelings, emotions, pain, opinions, etc. To work with children and young people, communication plays a very important part to make sure that the best provision is created for all. There are many different reasons why people communicate. People communicate to share information and express a need. They communicate to learn new things and develop learning. People also communicate to discuss a situation, negotiate or make a point.

So you must be wondering what S.M.I.L.E HOME SYSTEMS is all about? It is a halfway home to single mothers who want to escape their violent and awful life and ensure a better future for their children.

The learning provisions for development in literacy are extremely important and can be reached by using their language skills. They learn to communicate with others through three main ways: they are Speaking, Reading and Writing. These three areas interact with each other and develop the Childs self-expression and imagination. They must be given the opportunity within all different subject areas to use and extend their language so that their thinking skills progress to a higher level.

The skills needed to communicate with children are active listening; give clear messages, understanding the reply by giving appropriate feedback and being able to pitch to the correct level. Giving clear messages is important so the child knows exactly what is required of them. If you give an instruction in a jovial manner the child or young person may not be fully sure what to do. This may unsettle the child worrying whether you really meant the instruction or if they don't do the required task they maybe chastised. Being able to pitch to the correct level is probably one of the most important skills needed to communicate. If you use jargon, acronyms, sarcasm and innuendos the recipient will not understand, possibly switch off to what is being said and the instruction will not be followed. If you use vocabulary

Effective communication is important in developing positive relationships with children, young people and adults alike. It is the central key to establishing and maintaining such positive relationships. It means listening, questioning, understanding and responding to match each individual’s stage of development, their age, personal circumstances and their needs. It is important for the communication to be on the same level as the person you are speaking to so that neither person seems to have more power than the other. Good communication is not just about listening and speaking, it is also about watching and feeling. Excellent communication builds trust in relationships with all.

Making sure you use proper English and clearly pronounce words will have a positive impact on a child's speech and language and communication development. Also Using ‘OWL’ (Observe, Wait, Listen) when Speaking to children, This gives children time to take the question in, Think about it and then respond, Children often need longer to think about what you have just said so speaking clearly and slowly to children will really impact their development. You will find you get more out of the child when doing this. They will respond appropriately and they will learn new vocabulary from you. We use ‘Words of the week’ We differentiated them for the less able and more able, This gives children chance to learn new vocabulary and have a wider vocabulary.

As quoted, (Children and young peoples workforce, early and child care book 2010) there are a number of reasons why people communicate which are to:

When we communicate with people be it children young people or adults we adapt our communication to the appropriate language. We will do this automatically if we are in a meeting with other professionals, we will act and speak in a formal and professional manner, whilst speaking to a infant we will be more animated and speak in a higher voice which we know will keep the babies attention. So when I communicate with children I need to be clear so they can understand what is expected of them.

When communicating with children, a number of skills need to be demonstrated to communicate effectively. Children learn to communicate through the responses of others, if they feel they have not had there contributions valued they are less likely to initiate communication themselves appropriate responses reinforce the child’s self-esteem, values this is important in building relationships initiating conversations and finding out the answers to questions builds on the language skills that are integral to child’s learning. In the setting working with children with

I was encouraged to be observant, patient, willing to try new solutions, and to be passionate in everything I do, regardless of how difficult the task. Plentiful hours of practice taught me that communication and ability to ask for and give help is key to both individual growth and shared success, which provoked me to become involved in my community through volunteering. My time with programs such as Jumpstart and Born to Read has shown me the importance of balancing teamwork and leadership to achieve a common goal, as well as the significance of using practical methods to encourage children to actively exercise language and literacy

Consider a mime telling a story on the sidewalk. Using his hands he creates image outlines, adding body movement and facial expressions to create further understanding of the silent tale. Without spoken language the mime has provided entertainment. Language is functional; providing means to share information both personal and factual, present opinions and clarify ideas (Crystal, 1987). Used to describe thoughts, experiences and helps build and create relationships. Language researcher Michael Halliday, suggests developing language has seven purposes for children in their early years. Instrumental is the first purpose, use of language to satisfy a need. Next is regulatory, this language allows a child to tell others what to do; interactional

A foundational aspect of all children’s learning is oral language. Communication orally entails the ability to include four components of spoken language to incorporate, and build on, a child’s vocabulary and grammar. These four elements consist of the phonological, syntactic, semantic and pragmatic components. Development of a child’s language skills should form together resulting in literacy success later in life. In order to master the teaching of oral language, three strategies are used. These include, the use of open –ended questions, talking about sophisticated words and incorporating sociodramatic play in to lessons, which in the end, enhance expressive and receptive oral language skills. Fellowes & Oakley and numerous other literature sources explore the significance of oral language in the child’s development.

Language can be seen and heard as material objects, if we look at audio recordings, the way we speak and our writings. (Gee & Hayes, 2011). If we look at the accommodation theory (Giles & Coupland, 1973) we can see that people often move together or move away from each other when they speak. They can also use a different register when talking or maintain their own register. (Giles & Coupland, 1973). According to Halliday (1975) there are seven purposes that language has for children. He states further that children are driven to develop their language because it serves some purpose for them, for example physical, psychological and social needs. (Halliday, 1975). By observing people, we are able to see and hear language on a daily basis.