Describe How to Interact, Respond, Communicate and Deal

When we be communicating with each children and newborner people we must handle them all the same. We should be clear and concise. Instructions should be clear and the same E. G. please give the bounce you good for you(p) up. Then we should keep repeating please tin you tidy up, please can you tidy up, if a child (3-6years) was asked can you put toys away, they can queer confused with what they restrain been asked to do. We can ask the younger child to repeat what the instruction was so we atomic number 18 awargon that they have understood what was said to them. Children of the age3-6 be using their grammar a lot more.At this age they can exaggerate very well when telling something. If they are hurt they competency 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 achie ve. fact and fantasy are distinguished by now. The 6-12 age groups will motivation to have boundaries in place. They might likewise need support if they have a falling out with friends.This is the age when they lecture roughly transitions in life. Use language to predict and draw conclusions. Use long and complex sentences. Understand separate points of capture and show that they agree or disagree. Understand comparative words e. g. it was earlier than yesterday. hold up conversations going by giving reasons and explaining choices? Start conversations with adults and children they dont know. Understand and use passive sentences e. g. the forager 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 in betence 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. No t 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 regulate 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 dominance figures.Resolving conflict with age groups. Ask each individual what happened and why. Encourage both children to come up with ideas to locate the problem. Do not judge either child or be negative about their suggestions. marque it clear that you want to work toward a solution that will make them both happy. Encourage the children to see 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 way affects other people.Help both chil dren understand what the end goal is this whitethorn involve being very clear about what would be a good end result, an solve 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 originally trying to resolve the situation. Explain later that it is difficult to think of good solutions when we are angry.We jockstrap children to disclose the value of positive relationships in many ways. We promote and reward positive behaviour, encourage turn taking, we condition 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 dont agree as everyone is entitled to their opinion. Always show youre concerned 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 tone 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 todays youthfulness and can play an important role in shaping our society.Role models can influence a young ones 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 plainly by their words, but more so by thei r 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 sorrowful others to be the best that they can be. Children will copy behaviour so I use discretion 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 bread and butter is often confused with punishment. Positive reinforcement is a very powerful and effective tool to help shape and change behavior. Positive reinforcement kit and caboodle 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 a fter a particular behavior is exhibited. We can change seat or room. The likelihood of the particular behavior occurring again in the future is increase be cause of removing/avoiding the negative stimuli. Communication can be hard with young people as well as children. Each obstruction 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 at liveion 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 musical arrangement 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 ruse 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.