In this essay, it will be discussed how non-verbal communication can affect how we value diversity. It will be explored through gestures, dance, assertiveness and linking verbal and nonverbal communication, to empower the wider network of cultures and origins of the children and adults associated with the Early Childcare setting.
“Valuing diversity is what institutions and members of communities do to acknowledge the benefits of their differences and similarities. They work to build sustainable relationships among people and institutions with diverse memberships.” (LeFlore 2004). In an Early Childcare setting us as practitioners must value diversity and leave our own perceptions and stereotypes outside of the workplace. As humans we categorise
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Without it the importance of the subject can be lost. Non-verbal communication can often go unnoticed to the practitioner themselves. They are unaware of what they are doing. In these situations you must be assertive and make them aware of these without coming across as offensive. A practitioner must find a balance between being aggressive and assertive. If the practitioner comes across as aggressive the point will not come across correctly. This can often happen when there is a cultural difference. This must be identified and the practitioner must be very sensitive around it. It can be backed up with the use of non-verbal communication so the person feels less victimised and help them to realise that you are providing them with constructive criticism. (Gorey 2013). In component 11.3 of Siotla this can be put into practise by setting up constructive meetings where each practitioner observes as they are working and takes note of anything that may arise (NCCA 2006. This could be quite challenging to begin with as some of the practitioners may feel uncomfortable. But with the use of a technique like this the practitioners use reflective practise. There can be long term benefits as the practitioners begin to become open minded by accepting constructive criticism and seeing what they are doing in the view of someone else. Therefore improving the environment for all the stakeholders in the …show more content…
For example when a person meets someone they know they smile and say “Hello”. There are in fact six ways that we use non-verbal communication with verbal communication (Knapp 1978 cited Thompson 2009 pg113). These are substitution, accentuation, repetition, contradiction, complementing and regulation. As practitioners there is a responsibility that each child learns each of these. It happens subconsciously, they learn by exposure. They know that often if they are in trouble with the shake of the head or a shake of the index finger. There are no words needed. This is called substitution. The child also learns that if the spoken word is used with a non-verbal gesture such as shaking the index finger at them that they are in more trouble than just the use of substitution. This is called accentuation. Repetition is used consistently when using verbal communication. This is where both the verbal message and non-verbal message match each other completely. For example when two people face each other it is seen as both are engaging and have full attention on what is happening. If this does not happen with a child they can often feel like the practitioner is not listening or not feel as important as they should. When this does not happen it is called contradiction. Contradiction can mean that the child, families or even fellow practitioners feel that their problem is insignificant and often there can be a break in the trust.
D1/D2/A1 This piece of work will be focusing on a child aged 18 months starting a nursery day care setting. The two key issues that will be looked at in this assignment will be planning, preparing and reviewing for the child to settling into the setting. Secondly I will be looking into the child’s emotional support that the child may need when starting the setting, along with the attachments of the child that will need to be built or have already been put in place. When planning for a child to start a new setting there will be certain things that will need to be taken into consideration, for example; the child at hand may have never been separated from their primary carers beforehand.
For example, if you are talking to someone and you are using vulgar language, while there is a young child in the room, they are most likely going to repeat what you are saying because they do not know the meaning of the words that you are using and they do not realize that those words are terrible and should never be used. They say when teaching a child a second language besides English, it should be done when they are young because it is easier for them to absorb the information than it is when you get
Here at this child care we strongly feel and are committed in encouraging children and families from all social class, religion, race and disability to achieve his/her full potential. We are very aware of just how important it is to share awareness of diversity and cultural experiences to help others become aware of
We create a positive and secure environment, working to ensure all children feel safe, appreciated and important. We do this by being inclusive, treating each child as an individual and promoting mutual respect. One of the most natural factors of being an Early Years Practitioner is nurturing the children in our care, this is salient in creating healthy attachments in children. We show this by using positive body language when interacting with children, we show them we are interested to help develop their sense of attachment and security. We are sensitive and attend to their needs, children
Anti-discriminatory practice is to help support all work with children, young people and their families. It is important that settings promote anti-discriminatory practice by offering equality of opportunity and being inclusive to all children who attend the setting. Anti-discriminatory practice is also all about the implementation of the work settings equal opportunities policy in all aspects of the setting such as the curriculum which members of staff have to follow in order to plan, deliver and evaluate daily. It is important that members of staff in a work setting make sure that each individual child has an opportunity to take part and participate in all activities whether it is indoors or outdoors in order to achieve their learning potential of what is expected of them according to their age development. It is important that when working with children all members of staff and practitioners must have a
How can you use this information with children? Scenario 1: The child is trying to communicate while craning her/his neck to look up at the parent, towering above the child, looks down at the child while she/he speaks. This is the experience young children have all too commonly. I have realized that this situation does not encourage meaningful conversation, which is the basis for speech and language development. The child felt rejected, worthless and withdrawn.
The sounds are taught in a particular way, not to sound like the letters for example, the sound for t would be taught as this short sound and not as 'tee' or 'tuh. The simpler and most commonly used sounds will be the first to be taught, as these are also straightforward (s, a, t, l, p and n).These can then be put together to form many simple three- letter words, which can be sounded out by children from a relatively early stage (for example, p-i-n' or c-u-p). Children's confidence usually develops quickly and they can sound out different words quite easily as they start to blend combinations of sounds together an important stage of this process. As children
One of the principles used within the nursery is Article 12 on children's voices being heard. Within the Fife Council Nurseries a learning wall is created from what the children are talking about and learning giving any visitors and enriched sight of what the children are doing within their time at nursery. This is also very useful for any other professional’s that come into the nursery as the individual children can choose to show professional’s/parents/carers their work at any time. Thus aiding communication and reflection with all parties
The Open University of Hong Kong Li Ka Shing Institute of Professional and Continuing Education PTD38 Higher Diploma in Early Childhood Education (2014-2015) ASSIGNMENT 1 MY PHILOSOPHY OF EDUCATION Student Number: 11396646 Student: CHENG KA YIU, YOYO Class: U09A Course Code: EDU4017EP Course Title: Introduction to Early Childhood Education Instructor: Ms. Hailey Chan Programme Leader: Dr. Eunice Yim Submission Date: 14 November 2014
Introduction An ongoing discussion about the way teachers and children interact in daycare settings has been a topic of interest for many people who work and study in the field of early childhood psychology. Starting on June 10, 2013 and continuing through June 14, 2013, I conducted ethnographic field research about the most current ways daycare employees and children seem to interact on a daily basis. The research I was most interested with took place during times of play. Specifically, I wanted to examine how many times teachers and daycare students came into friendly physical contact on an average basis.
Take a walk with your child; but instead of saying, "hey look at that dog," you might pause, point and vocalise, "oh" with a rising inflexion to draw attention. There are many ways to work on nonverbal communication that can be explored and used to build this critical foundational piece of
Early childhood professionals are from diverse professional backgrounds. They use multidisciplinary approaches to provide better support to families and draw on the skills and expertise of their peers.
The first year of a child’s life is spent communicating entirely through nonverbal means. Infants use every part of their bodies to convey their wants and needs as their parents and early childhood educators respond to meet them. Examples of this are reflexes, such as opening their mouths when hungry. Also, crying and whole body movements to demonstrate feelings. Another way that is interesting in infant nonverbal communication is allowing infants to play with each other.
The two key topics in class in the last weeks, for me. Two of the most relevant topics developed in the last weeks were: non-verbal communication and the barriers to communication. Everytime we communicate with another person or group of people, we have to take into account some factors other than what we are actually saying that can affect how the message is going to be received: body language, tone, intonation, facial expressions, and others; this is what we understand for non-verbal communication. As we saw in class “55% of communication is body language, 38% is the tone of voice, and 7% is the actual words spoken.”
The questionable and ambiguous nature surrounding the notion that children play an active role in acquiring language has been debated by many theorists of different perspectives. These three perspectives include the learning view, the nativist view and the interactionist view. In this essay I will discuss each perspective with reference to psychological theories and research that relates to each view. The learning perspective of language acquisition suggests that children acquire language through imitation and reinforcement (Skinner, 1957). The ideology behind this view claims that children develop language by repeating utterances that have been praised by their parent, therefore gaining a larger vocabulary and understanding of phrases over