Describe How to Interact, Respond, Communicate and Deal

When we are communicating with all children and younger people we must treat them all the same. We should be clear and concise. Instructions should be clear and the same E. G. please can you tidy up. Then we should keep repeating please can you tidy up, please can you tidy up, if a child (3-6years) was asked can you put toys away, they can get confused with what they have been asked to do. We can ask the younger child to repeat what the instruction was so we are aware that they have understood what was said to them. Children of the age3-6 are using their grammar a lot more.
At this age they can exaggerate very well when telling something. If they are hurt they might tell fibs. Verbalising whilst playing is very common for 3-6 yrs. whilst communicating with these small children I would get down to their level. With the 6-12yrs they tend to ask lots of question. At this age most of the children set their own goals to achieve. Fact and fantasy are distinguished by now. The 6-12 age groups will need to have boundaries in place. They might also need support if they have a falling out with friends.
This is the age when they speak about transitions in life. Use language to predict and draw conclusions. Use long and complex sentences. Understand other points of view and show that they agree or disagree. Understand comparative words e. g. ‘it was earlier than yesterday’. Keep conversations going by giving reasons and explaining choices? Start conversations with adults and children they don’t know. Understand and use passive sentences e. g. “the thief is chased by the policeman”. 12-18 yrs. olds will still look for adult support even though they are striving to be an adult.

As teens seek independence from family and establish their own identity, they begin thinking abstractly and become concerned with moral issues. We need to be approachable and also remind them of confidentially. Not all children will like face to face talking so it might be best to speak at side of them. Teens should be able to process texts and abstract meaning, relate word meanings and contexts, understand punctuation, and form complex syntactic structures. However, communication is more than the use and understanding of words; it also includes how teens think of themselves, their peers, and authority figures.
Resolving conflict with age groups. Ask each individual what happened and why. Encourage both children to come up with ideas to resolve the problem. Do not judge either child or be negative about their suggestions. Make it clear that you want to work toward a solution that will make them both happy. Encourage the children to listen to each other, including why they believe the conflict started. This effectively forces the children to accept that there is another person with feelings involved. Children are often totally unaware of how their behavior affects other people.
Help both children understand what the end goal is; this may involve being very clear about what would be a good end result, an answer that suits both children. Ask both children to discuss the incident and to tell you how they have decided to handle it. Be sure to praise the children for handling the problem themselves and reassure them that you know there will be no future conflict between them. When your child gets angry, give them time and space to calm down before trying to resolve the situation. Explain later that it is difficult to think of good solutions when we are angry.
We help children to learn the value of positive relationships in many ways. We promote and reward positive behaviour, encourage turn taking, we ensure we are good role models; we encourage sharing and build self-esteem of the use of praise and reward, with either sticker, certificates, merits ECT. We also encourage the children to be kind to each other. As adults we must respect other peoples view even if we don’t agree as everyone is entitled to their opinion. Always show you’re interested in what people are saying, show concern if needed and be a listening ear.
Respect can be gained by talking to a child at their level and understanding them, for example looking at children at eye level whilst talking to them increases mutual respect. Keeping calm and talking in a “normal” friendly tone also increases mutual respect. Listening to children and addressing their needs. Role models are inspirational people who encourage others to progress and work toward self-improvement. They are especially important for today’s youth and can play an important role in shaping our society.
Role models can influence a young one’s values, beliefs, and attitudes, which will shape the person that one will grow to be. Role models have the ability to focus their efforts on others rather than on themselves and they are selfless. Role models inspire others not only by their words, but more so by their actions that move us to do the same. Role models help others by offering good examples, by inspiring others realize the endless possibilities to reach their goals, and by moving others to be the best that they can be. Children will copy behaviour so I use manners the children will copy.
Influenced by the people around them affects children Reinforcement is used to help increase the probability that a specific behavior will occur with the delivery of a stimulus/item immediately after a response/behavior is exhibited. Negative reinforcement is often confused with punishment. Positive reinforcement is a very powerful and effective tool to help shape and change behavior. Positive reinforcement works by presenting a motivating item to the person after the desired behavior is exhibited, making the behavior more likely to happen in the future.
We do this with either thumb up, smiling, verbal praise. Negative reinforcement is when a certain stimulus/item is removed after a particular behavior is exhibited. We can change seat or room. The likelihood of the particular behavior occurring again in the future is increased because of removing/avoiding the negative stimuli. Communication can be hard with young people as well as children. Each difficulty has its own effect. This could be how they learn, or understand what is being said to them. They will need time and to feel less pressured when speaking.
Someone with Hearing difficulties would benefit from BSL( British sign Language), difficulty with attention or following complex directions in the classroom would benefit from being near the teacher or having 1-1, difficulty retaining information could have pictures or tape recorders,, poor vocabulary achievement could have extra time, difficulties with grammar, difficulties with organization of expressive language or with narrative discourse, difficulties with academic achievement, reading, and writing, unclear speech, persistent stuttering or a lisp.
Most children tent to communicate through text and emails. Sometimes we need to change the way we communicate with people. This will depend on the individual. We often do this without knowing we have changed. Eye contact is best for non- hearing as they can lip read. Other ways we can communicate are via letters, email, using different color paper. We might need to speak slowly and more clearly. Depending on the type of visual impairment and what adaptations are necessary, I will produce reading books and class material in large print or braille.
Touch typing programmers might be introduced, using a screen reader. Visual timetables, pictures, symbols or photographs are also a good way to communicate. For younger children, a visual time line can be effective, labels for equipment and places for specific activities, pictures, symbols, photographs or written labels. Visual displays of topics or current activities can for some children can cause overload.