Communicating with Children
Critically discuss the range of factors that affect communication with children.
How can practitioners become better at communicating with the children they work with?
‘Communication is fundamental to development’ (Crow et al, 2008, p.11). This essay will therefore critically discuss how certain factors can affect communication and how practitioners may be able to overcome these barriers in their daily practice. It will begin with a definition of communication, and then state some of the different ways we communicate on a daily basis. It will move on to explain the importance of these interactions, and illuminate how cultural, social, environmental and emotional factors can create barriers and affect communication with children. Finally, it will consider ways practitioners can become better at communicating with the children they work with.
The word ‘communication’ basically means ‘to share’ and its desired outcome is understanding. It is a part of our basic drive to form relationships and is based on ‘theoretical knowledge, cultural understanding and experience’ (Crow et al, 2008, p.7). It involves an ‘interchange of thoughts, opinions, or information’ (www.definitions.net/definition/communication) which are transmitted through body language, ‘touch, listening, tone of voice, gesture, playing, observing, reassuring, explaining […] and reflecting’ (Crow et al, 2008, p.7). Effective communication can be beneficial to children and their welfare as it allows them to gain an identity, develop psychologically and intellectually, form and sustain social relationships, and express themselves emotionally. However, transmission channels between adults and children are not always straightforward, resulting in barriers to their communication skills which can cause ‘confusion, discriminat[ion], alienat[ion], […] or create problems’ (Crow et al, 2008, p.7).
One such barrier is seen due to cultural differences. Through efficient communication, children learn the social
How can practitioners become better at communicating with the children they work with?
‘Communication is fundamental to development’ (Crow et al, 2008, p.11). This essay will therefore critically discuss how certain factors can affect communication and how practitioners may be able to overcome these barriers in their daily practice. It will begin with a definition of communication, and then state some of the different ways we communicate on a daily basis. It will move on to explain the importance of these interactions, and illuminate how cultural, social, environmental and emotional factors can create barriers and affect communication with children. Finally, it will consider ways practitioners can become better at communicating with the children they work with.
The word ‘communication’ basically means ‘to share’ and its desired outcome is understanding. It is a part of our basic drive to form relationships and is based on ‘theoretical knowledge, cultural understanding and experience’ (Crow et al, 2008, p.7). It involves an ‘interchange of thoughts, opinions, or information’ (www.definitions.net/definition/communication) which are transmitted through body language, ‘touch, listening, tone of voice, gesture, playing, observing, reassuring, explaining […] and reflecting’ (Crow et al, 2008, p.7). Effective communication can be beneficial to children and their welfare as it allows them to gain an identity, develop psychologically and intellectually, form and sustain social relationships, and express themselves emotionally. However, transmission channels between adults and children are not always straightforward, resulting in barriers to their communication skills which can cause ‘confusion, discriminat[ion], alienat[ion], […] or create problems’ (Crow et al, 2008, p.7).
One such barrier is seen due to cultural differences. Through efficient communication, children learn the social
Bibliography: * Crow, G., Foley, P. and Leverett, S. (2008) ‘Communicating with children’, in Foley, P. and Leverett, S. (eds) (2008) Connecting with Children: Developing Working Relationships, Bristol, The Policy Press/Milton Keynes, The Open University. * Gerhardt, S. (2004) Why Love Matters, London, Brunner-Routledge in Crow, G., Foley, P. and Leverett, S. (2008) ‘Communicating with children’, in Foley, P. and Leverett, S. (eds) (2008) Connecting with Children: Developing Working Relationships, Bristol, The Policy Press/Milton Keynes, The Open University. * Hart, B. and Risley, T.R. (1995) Meaningful Differences in Everyday Experience of Young American Children, Baltimore, MD, Brookes Publishing Co. in Crow, G., Foley, P. and Leverett, S. (2008) ‘Communicating with children’, in Foley, P. and Leverett, S. (eds) (2008) Connecting with Children: Developing Working Relationships, Bristol, The Policy Press/Milton Keynes, The Open University. * Kay, P. and Kempton, W. (1984) ‘What is Sapir-Whorf hypothesis?’, American Anthropologist, vol. 86, no. 1, pp. 65-79 in Crow, G., Foley, P. and Leverett, S. (2008) ‘Communicating with children’, in Foley, P. and Leverett, S. (eds) (2008) Connecting with Children: Developing Working Relationships, Bristol, The Policy Press/Milton Keynes, The Open University. * London Department Agency (LDA) (2004) The Educational Experiences and Achievements of Black Boys in London Schools 200-2002, London, LDA in Crow, G., Foley, P. and Leverett, S. (2008) ‘Communicating with children’, in Foley, P. and Leverett, S. (eds) (2008) Connecting with Children: Developing Working Relationships, Bristol, The Policy Press/Milton Keynes, The Open University. * Turner, M. (1996) The Literary Mind, Buckingham, Open University Press in Crow, G., Foley, P. and Leverett, S. (2008) ‘Communicating with children’, in Foley, P. and Leverett, S. (eds) (2008) Connecting with Children: Developing Working Relationships, Bristol, The Policy Press/Milton Keynes, The Open University. * The Open University (2013) ‘Connecting with children’ [Video], KE312 Working together for children. Available at http://learn2.open.ac.uk/mod/oucontent/view.php?id=249752&section=2.3 (Accessed 10th March 2013) * The Open University (2013) ‘Relationships’ [Video], KE312 Working together for children. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=247200&section=2.8 (Accessed 12th March 2013) * www.definitions.net/definition/communication (Accessed 8th March 2013)