Tda31 1 3 explain how different

If we are working in a more social location in school i.

communicating with adults

If a child has a speech impediment such as stammer then they could feel anxious or nervous when trying to say something so it is important that we try not to speak for them or guess what they are trying to say as this may add to their anxiety.

When communicating with younger children it is essential that we are at the same eye level as the child and use simple instructions broken down into manageable steps.

effective communication with adults

In a situation such as a learning activity or group work then it is important that the children are focused and can work without any distractions in order to complete the activity, our communication with children in this situation will be formal and proficient as we are in class and in an educational environment.

To maintain effective communication it is important to feel comfortable and ideally relaxed.

principles of relationship building

When communicating with other professionals in school our language and behaviour should be more formal and official when speaking to other professionals or senior members of staff, over time this form of communicating will become automatic to that of informal or casual conversations of that in the staff room.

For children with speech and language difficulties using resources such as PECS picture exchange communication system which is a form of alternative communication which uses pictures instead of words.

Makaton; a simple form of sign language which uses signs and picture symbols as well as speech.

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