A
O
1
Mark band 1
Mark band 2
Mark band 3
The learner’s report will
indicate that they
have a basic knowledge
and understanding
of communication and
the transmission of
values and how this is
applied to an
interaction with a client.
They will give at least
one example of the
use of communication
and the transmission
of values.
The learner uses
everyday language and
the response lacks
clarity and
organisation. Spelling,
punctuation and the
rules of grammar are
used with limited
accuracy.
The learner’s report
demonstrates an
accurate level of
knowledge and a good
understanding of
communication and the
transmission of values,
and how this is
applied to an interaction
with a client.
They will give at least
three examples and
explanations of the use of
communication
and the transmission of
values.
The learner uses some
specialist terms and
the response shows some
focus and
organisation. Spelling,
punctuation and the
rules of grammar are used
with some
accuracy.
(0-10)
(11-15)
The learner’s report
demonstrates a high
level of knowledge and
understanding of
communication and the
transmission of
values, and how this is
applied to
interactions with clients.
They will give ample
examples, with
detailed explanations and
comparisons
with respect to the use of
communication
and the transmission of
values.
The learner uses
appropriate specialist
terms consistently and the
response shows
good focus and
organisation. Spelling,
punctuation and the rules
of grammar are
used with considerable
accuracy
(16-20)
Mark
awarde
d
9
AO2
Mark Band 1
Mark Band 2
Mark Band 3
The learner
demonstrates the ability
to
apply their knowledge
and understanding
to a work-related
context.
The evidence for this is
seen in the
learner’s report with
brief descriptions of
how communication and
the transmission
of values are related to
the particular
work-related context.
The report is not always
accurate; it is
descriptive and
explanation is limited.
There is some use of
specialist vocabulary,
but this limited.
The learner
demonstrates the
ability to
apply their knowledge
and understanding
to a work-related
context.
The evidence for this
is seen in the
learner’s report
explaining how
communication and the
transmission of
values are related to
the particular
workrelated
context.
There will be good use
of specialist
vocabulary.
The report is
accurate, but the
learner
does not fully
demonstrate
application of
knowledge
The learner
demonstrates the
ability to
apply their knowledge
and understanding
appropriately and
accurately in a range
of
relevant work-related
contexts.
The evidence for this
is seen in the
learner’s ability to
explain how
communication and
the transmission of
values are related not
only to the
particular workrelated context but
can
also be applied in a
number of similar
contexts.
There will be
extensive use of
specialist
vocabulary.
The report is
accurate and the
learner
fully demonstrates
application of
knowledge.
(15-18)
(10-14)
(0-9)
Mark
Awarded
AO3
Mark Band 1
Mark Band 2
Mark Band 3
The learner
demonstrates basic
skills in
obtaining information
and there is little
evidence of independent
research and
evidence gathering.
The number of relevant
sources used is
limited. The learner will
list some of the
possible barriers to
communication and
describe how they may
overcome them.
The information is
limited and is not
always relevant.
There is little analysis
of work-related
issues and problems.
The learner
demonstrates good
skills in
obtaining information.
There is evidence of
independent research
and evidence
gathering. The learner
will
describe the possible
barriers to
communication and
explain how they may
overcome them.
Information is drawn
from several sources
and is both relevant
and sufficient.
There is analysis but
this may lack detail.
Relevant links to workrelated issues and
problems are made.
(0-5)
(6-8)-
The learner
demonstrates
excellent skills
in obtaining and
applying information.
The learner
demonstrates
initiative in
planning their own
methods of obtaining
information and
evidence. The learner
will
examine and explain
the possible barriers
to communication and
evaluate how they
may overcome them.
Information is
relevant and
extensive and
is drawn from a
number of sources of
different types.
There are many
appropriate links to
workrelated
issues and problems.
There is good,
detailed analysis
including
analysis of workrelated issues and
problems.
(9-11)
Mark
Awarded
AO4
Mark Band 1
Mark Band 2
Mark Band 3
The learner demonstrates
a basic level of
evaluative skills.
The learner is able to
discuss, but there
are summaries rather
than conclusions.
Any conclusions are simple
and are
generally offered without
supporting
arguments.
The learner
demonstrates good
evaluative
skills and draws
reasoned conclusions,
which are clear and
based on evidence.
The learner
demonstrates
excellent
evaluative skills.
Valid conclusions are
drawn from the
evidence presented.
These conclusions are
clear, well reasoned
and detailed.
(0-5)
(6-8)
Mark
Awarded
(9-11)
Health And Social Care
Health
Early years (care and education)
Care of older people
Individuals with special needs
A01Communication is the transferring of messages from one person to another through
written, verbal and non-verbal communication.
Importance of communication
Communication is the act of sending and receiving messages, signals, and signs
through written, verbal, and non-verbal communication. It plays a very important
role in a young person’s life. It starts all the way from the day the person is born.
The mother connects through eye contact and verbal communication. Without
communication, it would be very difficult for the child to speak and learn anything.
He or she wouldn’t be able to express their feelings and wouldn’t make them able to
grow. A family that has a strong bond and always communicates creates a happy
and warm environment for the child however certain standards should be met to
have an excellent communication between the people the child and the person.
There are three types of communication:
Written: Written communication could be made through emails, letters, braille,
codes, social media, text messages and binary.
Verbal: Verbal communication could be made through VOIP, speaking, speech,
broadcast, social media, and songs.
Non-Verbal: Non – verbal could be made through gestures, eye contact, sign
language, social media, pictures, and postures.
All communications have their advantages and disadvantages. These are the
advantages, disadvantages, where is it used and types of written communication.
Written communication is the transferring of messages through written words and
sentences that can be either in braille, letters, e-mails, or through SMS.
Braille: It is a form of a system, which depends on raised dots in a series of pattern
that can be read by the finger. Each pattern represents a word, phrase or sentence.
This is usually designed for people who are blind or have difficulties in reading and
low visions. Early age get to be taught Braille if they get diagnosed by any eyesight
diseases by teachers. Blind people can get the chance to read but on the other hand,
prints are not widely available as books are limited.
Letters: Letters is a form of written message on paper that is sent from one
individual to the other. Teachers use letters and hand them out to children to give
their parents to inform them of an event, trip, or rules. The letter is very formal and
official which emphasizes on its importance. One of its weaknesses is that the letter
could not be delivered as sometimes kids get to hide the letter from their parents or
not be reached of any other circumstance.
Email: Is another form of communication, which is used by transferring information
over the Internet. Teachers use emails to send to other colleagues resources,
updates about the school, updates about emails, and information about the kids.
Emails are very helpful when they come to speed. They get delivered in a short
amount of time, are ecofriendly as you don’t use paper, as well as could send to
many recipients. One of its drawbacks is that the teachers can’t access the email
without any cellular coverage or Internet.
SMS: The word SMS stands for short message service, which can be used to send
short messages from one person to another onto mobile phones without the need of
any Internet connection or date coverage. Schools use SMS to send any updates
about the school, for example, a message of when the school starts or about a
reminder of parents evening. One of its key benefits is that its very fast, flexible, and
can be sent to many people at once. One of its disadvantages is that the message that
is sent is not as formal as a letter and can be very expensive.
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money-is-in-the-list/
nsas.com/
Verbal
savvyblog/schoolcommunication
accommodations-find
ing-programming-for-kidsVerbal
communication is transferring information through speaking. This can be
with-special-needs/
done between two parties or in a group. Verbal communication depends on two
factors, linguistic and paralinguistic.
Linguistic is what you say while talking. It is basically the content. Parents would
usually speak to their child in a low, calming, clear voice. All of the vocabs used in
the conversation should be simple and straightforward with a recognizable accent.
This will make insure that the child receives the message correctly. So, If a parent
wants to have a long outgoing conversation, he or she could start with closed
questions and then ask open ones, as they get more comfortable, For example, a
teacher may ask their students if they have a lunchbox, the child could answer with
a yes or no. This is an example of a closed question. The teacher can continue asking
the students closed questions like if the lunchbox is big or small until they get
comfortable. She can follow up and ask them about the color of the lunch box. The
child may reply with “blue “ or any other color. This teacher may also ask what is
inside the lunchbox. The child can reply with “strawberries and a cheese sandwich “.
This can change from one child to another. This is because the questions that were
asked were open ones. The key to a successful conversation is to keep the words
simple and straightforward.
Paralinguistic is how you say something whether it’s from the pitch, pace, volume
and accent. These factors play an important communication to make the
communication effective or not. For example, a teacher should speak in a high voice
so the children can hear her because children are usually children hear less clearly
of what we say their hearing system isn’t fully developed as teens and adults are.
Children also may not understand if the teacher speaks in an unfamiliar accent,
which can result, to a misunderstanding. Children will also pay more attention to the
teacher when he or she changes the tone and pitch making the content more
interesting and draws the children more towards the teacher. This can be done by
singing or maybe by reading to the children.
http://linguistics.cor
nell.edu/outreach/
Non- verbal communication
Non-verbal communication is the process of sending signals and messages through
gestures, postures, facial expressions and eye contact. It is one of the most effective
types of communication. Both parties can understand what the other is sending by
non – verbal communication. They sometimes can misinterpret each other, which
can give off a wrong message. These messages that are being sent are an example of
body language. Non-verbal play a very important role in transmitting messages
where as a person can give off 55% of information from just body language.
https://www.colourbox.com/
image/pointing-handisolated-on-whitebackground-image-2517815
These
types of
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/page/7338/man-leavingroom-throughdoorway.asp
are the
the
body language
Facial expressions. Facial expressions are expressed through the person’s face,
which indicates what the person is feeling. For example, when a child is happy, a
grin may be shown on his face. The child will also have very wide eyes and will
move their arms and stay still. You can show the child’s feeling by looking into his
eyes and his facial expressions. Sometimes a child can project sadness by frowning
and will usually avoid eye contact. The child is usually intimidated once he or she
enters the class. You can know this by the facial expression that the child portrays or
his face and also his posture. The child will not usually make eye contact with the
teacher. The teacher can help the child by being excited and not as intimidated from
entering the class and leaving his mum by smiling at him. A fixed stare will usually
tell the teacher that the child is daydreaming or bored.
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.ae/image/stock-photo-boyand-his-classmates-lookstraight-sitat/523313291?countrycode=
ARE
Posture:
Posture can tell a lot about a person, it is usually the way you sit, stand, and walk.
Sitting and leaning, forward to the person who is in front of you can show that you
are interested and attentive while leaning backwards can show that the person is
more chilled and relaxed. While sitting straight can show that the person is being
serious or is sitting in a very formal and official way. A child would be usually
leaning forward while sitting in a circle and singing. This would show the teacher
that he or she could be very attentive and drawn in the idea of singing.
Hand gestures:
Gestures are signals used with our body to deliver messages. Many hand gestures
are common around the world. For example, “ ok “ or the thumb and the index finger
forming a circle can represent perfect. A mother may know when her child is
depressed or cheerful from his or her hand gestures. For example, a child may
portray sadness when putting his hand on his forehead. This may lead the mother to
asking the child if there was something going on or is maybe sick.
Body movement:
Body movement is basically the way you move. This can be observed by how the
person walks really slowly and sits while having his head not straight up. This may
indicate that the child may be sick or feeling unwell and tired. While if the child is
sitting up straight with his child, held and shoulder all up right, this will show that
the child is positive and most likely healthy.
Touch:
Touch is another way of communicat9ing without words. Touching another person
can send messages of care, affection and power over them. For a child, a caregiver
like a teacher may start being formal with him or her. For example, the caregiver can
introduce him or herself in a formal way. The teacher could start at first by shaking
hands with the child. This is an example of a social/respectful touch. As time passes,
the relationship will develop into friendly relationship between the caregiver and
the child. The touch will differ as time passes, from a handshake to probably a pat on
the back or a hug. This will increase the confidence and trust in a child towards the
caregiver.
Proximity and personal space:
Proximity and personal space usually tells us how close, intimate, friendly, the
relationship is. It also tells us the type of relationship. The personal space grows and
shrinks depending on the gender and age group. While partners and relatives may
not be restricted on how close or far they should be. For example, a caregiver may
lean forward to the child for a hug: the child may lean forward and hug the caregiver
back. This shows that the child accepts and has trusted this person to enter his or
her personal bubble. If the child backs off or doesn’t hug the caregiver, this displays
discomfort towards the situation of the caregiver trying to enter his or her personal
space. If the child was forced into a hug and couldn’t back off, this may result into
destructing their relationship and hating the caregiver.
Sign Language:
Sign language is a language in which the person uses signs and hand gestures to
send messages to people with hear disabilities or are deaf. The signs are translated
into forms of messages, which a child could understand and interpret from. It is very
vital for children who are deaf or have an impaired hearing condition to be taught
the sign language at a very early age. This will contribute in the child’s growth
whether it is emotional or social. This will lead to the child being able to be more
confident in expressing their feelings, emotions, ideas, and thoughts towards
something. This will lead to the child being socially outgoing and accepted around
the community or the world where the dominant langue is the spoken one. This is
because the sign language isn’t as widespread as the other ones.
Arts and Crafts:
Arts and crafts are used in the child’s early stages to let him or her explore their
imagination, as there is no limit to it. It is used as a way of letting the child develop
their thoughts and ideas into something as also putting their energy into something
that can portray their feelings and emotions. Arts and crafts will also help the child
explore the colors, numbers, and shapes, as they are the fundaments of it. It also
helps in building the child’s confidence level and self esteem. This can be done by
the child exploring a range of different colors for example, mixing the primary colors
together with either white or black. The child will be very happy when they find out
that mixing those colors produces another color. This will also help in engaging the
child into the learning ethic of arts and crafts and also draw the child into exploring.
The child will also gain positive emotional response towards the learning method.
Drama:
Drama is a very way of communication. It reveals and shows how and what the
person is thinking about and what emotions revolved around the drama itself.
Caregivers usually use drama as a way for a child to express their feelings, as it is
also a method for a caregiver to know more of the child. This could include family
problems and issues where the child can be emotionally unstable and only portrays
it through drama. This can help the caregiver or teacher understand the child much
more and help in resolving the child’s issues and concerns.
Listening Skills
Gerard Egan developed the SOLER theory where he presents different methods for
active listening. The theory can be very helpful in helping another person, as it is an
example of non-verbal communication. It can help in making the child feel cared by
the caregiver, and feel involved, appreciated, and valued. The SOLER theory can be
used as part of counseling in hearing the child’s problems and trying to learn more
about him or her. Then come the part where the caregiver gives the child comfort by
listening to him or her and helping them when they need support weather they
actually need it or want it. SOLER stands for
Squarely
Open posture
Leaning forward
Eye contact
Relaxed body language while paying attention
Squarely: The caregiver should sit in a straight posture where he or she and the
child could see each other directly as they sit opposite to each other. This will show
interest in the caregiver in what the child will say and speak. This will ensure that
the child speaks freely without any limitations and without being intimidated.
Open posture: An open posture is one of the keys to a successful communication
between the caregiver and the child as it plays a very important role in delivering
the correct message. It enables the child to speak and express their fears and
problems to the caregivers. However, when the caregiver has their hands crossed
either standing, sitting, or pacing around the place, it will imply that the caregiver is
anxious and is not willing to listen to only what he or she wants to hear. This can
result into putting a barrier or a wall in between the child and the caregiver, which
would result into poor communication or not being able to communicate as
successfully as wanted or aimed for.
Leaning forward: In most cases, caregivers lean forward in most conversations with
children because some speak in a low voice or some actually mumble out the words.
This also shows the child that the caregiver is drawn into the conversation, which
also shows engagement. This will help the child speak more when her or she feels
that they are being heard attentively and also by feeling cared and heard.
Eye contact: Eye contact is very essential in communication as it tells a lot about the
receiver. For example, when a caregiver is speaking to the child and both of them
look at each other, this may show that both sides are listening to each other or that
the receiver, which would usually be the child, show if he or she is interested, or if
he or she actually understood. Lack of eye contact may indicate that the child may
be bored or is daydreaming, which tells us that the child isn’t attentive. It will also
show us if he or she understood the message being send. If not, the caregiver would
usually change the way of communicating to ensure that the child listens, is
interested, and also understand what is being sent or transmitted.
Relaxed body language: A relaxed body language often plays an important role in
communication. For example, a caregiver who could be calm in a relaxed body
language would usually have a successful conversation with the child, as children
will be more comfortable. On the other hand, if the caregiver is very tensed, anxious,
and is in urgency, the child may not be able to express what he or she has or wants
to say. This could lead to the child’s confidence level decreasing and not approach
the caregiver as much.
Active listening is a technique where it is usually used in counseling. This requires
the listener to put in a100% focus on what the speaker says. The listener should
paraphrase and restate what the speaker was saying to show that the listener was
attentive.
Reflecting: Reflecting is when the listener reflects and reinstates what the speaker
was saying. Many listeners reflect or use reflective listening so that they can assure
themselves of what they heard was correct. Listeners also reflect to understand
what the speaker is trying to say. For example, a child may say to the teacher “ I
don’t want to eat the food from my packed lunch” the teacher could ask the child
back “ Is there something you don’t like in the food?” The teacher here uses
reflective listening to see what is the problem and why the child doesn’t want to eat.
Paraphrasing: Paraphrasing is when you say restating what the speaker has said in
different words. For example, a child may say, “ my tummy hurts “. The teacher can
paraphrase what the child has just said by asking, “ Are you feeling sick?”
Paraphrasing make the speaker feel that the listener is paying attention to what he
or she has said, which is the child here. Also, the child will feel that the teacher is
making an effort to understand what her or she is trying to say and what they
actually mean by that.
Being open:
Being open is a very important key in successful communication. The listener should
be able to listen to what the speaker is saying without interrupting him or her. The
listener should also not react to what the speaker is saying as the speakers feel
below them or their ideas and thoughts aren’t as important as what the listener
thinks they are. The listener should not interrupt the listener and speak because the
listener could miss out very important points and ideas .The listener should also ask
the speaker if they have any questions concerning what the speaker was saying
because if the listener cut short the speaker was saying, the speaker may miss out
some very important thoughts and ideas.
Paying attention: Paying attention can be a challenge for some people. This is
because of the many distractions whether they are internally or externally. Listeners
can do this by switch off their phones and write down notes of what the speaker is
saying to ensure that they pay attention. The speaker can also use visuals in his
verbal communication to insure that most people pay attention. This will help both
parties pay attention and receive the message.
The communication cycle
The communication cycle involves exchanging information between two people. It
will need the effort of both parties to try and understand what the other is sending
and inferring. To make sure the cycle runs correctly, both of them have to check
with the other person if the message they have received means the following. Good
communication includes the use active listening and also checking what you have
understood. For example, the teacher may ask a student “what is the first level in the
alphabet?” the message will be sent to the child and the child has to decodes the
message, processes it and then give a feedback. The child will answer with “ A “.
The communication cycle can sometimes transmit difficult, complex and sensitive
information. To do this, both the sender and receiver should understand what was
being sent including the feedback. For example, if the person got diagnosed with an
illness, doctor should ask the patient what he or she already know about the illness
and add upon it. This will require the doctor to make sure that the patient fully
understands what he is saying and is aware of what is going on. For some, it can be
very difficult to communicate with a person if this person is going through the loss
of a family member. The person will help the person who is suffering from the loss
by focusing more in the emotions rather than the information, because this is what
the person needs most, someone supporting them emotionally. Being there for the
person is sometimes more than enough because that person needs a shoulder to
lean on more than someone who doesn’t think and feel of the person’s emotion. This
can be described as empathy. Empathy means when one person feels for another
person and puts himself in that person’s shoe. This includes caring about that
person feelings and thoughts and put everything in consideration with the situation
before telling that person something. He will also be able to imagine all the pain and
grief this person is experiencing. He can also use a soft low voice to communicate
with the other person including appropriate language, be approachable and kind,
and be very encouraging and assertive towards the person and the situation. Not to
mention asking closed question like “ are you feeling fine?” “Do you want anything “?
These questions will show the person who is suffering from the loss that the other
person can be very supportive and friendly.
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Group Communication: It is the interaction of people ranging from 3 to 20 people.
Group communications can be very useful in sharing information and developing
many new ideas. To have an effective and successful group communication, certain
standards should be met. For example, to have a successful group communication in
classrooms, teacher would preferably sit in a circle with the students rather than
sitting on a long table. This is because to have a successful group communication, all
the speakers should face each other and make eye contact, as it will be easier for the
students to see the teacher and the other classmates. While if they sit on a long
rectangle table, the students wouldn’t be able to see the teacher as it will also create
an atmosphere of tension. This is because it may seem to the children that the one
who is sitting on the head on the table is in total controls most of the attention will
be on her because most of the students can only see the teacher. This will lead to
less people being able to participate and talk because he or she wouldn’t be able to
make eye contact with all of the classmates. On the other hand, a round table or
sitting in a circle creates the idea of everyone being equal and the same.
The care value base
The care value base is a range of standards that have been set for health and social
care. These standards help the caregiver provide the best service to the client. This
is because no two services that are provided by the caregiver are the same, they
differ from one person to another depending on the needs they need. There are
seven principles to the care value base, which are:







Promoting anti-discriminatory practice
Maintaining confidentiality.
Respecting and Acknowledging Individuals Personal Beliefs and Identity
Promoting Effective Communication
Providing Individualized Care
Protecting Individuals From Harm And Abuse
Promoting And Supporting Dignity And Independence And Safety
The First Care Value Base is Anti-Discriminatory Practice
First things first , discrimination means to treat other differently because of their
gender , race , ethnicity , religion , and culture. This care value base insures that
the teachers must be seen to treat all students in the same way no matter the
differences. For example , a child from a different origin should have the same
play time as the rest of the children . So , all the students will play for the same
amount of time , non of them will receive more or less play time , all have the
same.
The Second Care Value Base is Confidentiality
This is the act of protecting the patient’s confidential information, which can
include personal information. It means that the caregiver keeps the clients
information between themselves and not sharing information with friends,
family, colleagues, co-workers. For example, a teacher who knows that the child
has family issues, like divorced parents should not discuss this with anyone and
should keep this information to herself and not share it by all means.
The Third Care Value Base is Respecting And Acknowledging Individual’s
Personal Beliefs And Identity
This means that the care provider should provide the best service to that will
serve the person’s issue, which includes communication and accepting the
person for who they are and what they believe in. For example , a teacher should
accept the children’s individuality, like if a child has a hearing problems ; the
child cant hear properly , the teacher should put some solutions to this problem
by letting the child sit next to her when giving instructions and when speaking .
The teacher should also check on him if he has hear what she said.
The fourth care value base is promoting effective communication
Effective communication includes the understanding of both parties of the
meaning behind the message that has been transmitted through verbal and nonverbal communication and as well linguistic and paralinguistic. For example , a
teacher should listen to what the child says , even if it was making no sense . She
should try to be attentive and give feedback onto what the child has to say , like
giving praise to the child and also replying through non-verbal communication
like smiling . This will develop the relationship between the child and the
teacher making it stronger and better.
The Fifth Care Value Base Is Providing Individualised Care
Providing individualized care is when the caregiver provides a type of care that
is specifically designed for the receiver of the service depending on the needs
and preferences. This ensures that the receiver gets the best of care service and
should have a say in what he or she receives as well. For example, if a child
doesn’t know how to pronounce some words or is weak in general, the teacher
should provide what’s all in her power to help that child do better and excel.
The Sixth Care Value Base Is Protecting Individuals From Harm And Abuse
Abuse and harm could mean that the person is being treated cruelly, which can
lead to him or her being felt unsafe and threatened. Harm also means that the
person could get injured, hurt and wounded. These acts as a result can result
into to emotional, physical and mental damage. Abuse violates not only the
child’s right , but people at all ages . The teacher should prevent harm and abuse
from the children and protect them from this. For example, if the teacher saw
that a child was being bullied or abused , she should handle the situation by
stopping the abuse and by also meet justice by both parties and reporting the
incident to the person who is in charge like the head teacher.
The Seventh Care Value Base Is Promoting And Supporting Dignity And
Independence And Safety
The last care value base is to promote and support dignity and independence
and safety. Dignity means to preserve the child’s own privacy and making him or
her feel no shame of it and is not bothered, While independence means that the
teacher should allow and encourage the child to be independent in things he or
she can do as much as possible. If the child is being given everything and has
everything done for him or her self, they may feel useless and will become more
dependent on others. Teachers should also protect the children from any harm
and damage.
Transmission of values
Positively establishing and maintaining relationships
Every care value should be transmitted in a certain way. For example, promoting
effective communication is linked to positively establishing and maintaining
relationships. Transmitting this value in this way will help build a relationship
with the children and help them gain confidence and trust in you . For example, a
teacher can ask the child if he or she is doing well and is happy and listen to what
bothers them. She should also be able to build this relationship by praising them
, giving them certificates and rewards , and also naming a child student of the
week on a weekly basis. This will help create a bond between the child and the
student and will help maintain and establish relationships with them and get
them out of their comfort zone and build their confidence.
Getting to know the service user in a sensitive manner, and sharing experiences
Getting to know the service user in a sensitive manner, and sharing experiences
Is usually integrated with providing individualized care. Individualized care is
usually tailored according to what the person’s needs. This can include sharing
experiences and giving them advice and recommendations. Teachers can usually
help their students in early years by talking to each and everyone of them
privately and share stories when there were the same age as theirs. The care
givers can also ask them if they understood what is being told to them
(instructions) , the teacher can clarify to them to help them get the best
assistance and learning experience according to their needs.
Showing awareness of needs
Care workers should have to have an idea of where each of the students health
stands, like knowing if the child needs any special assistance or care or maybe
have diabetes or some other illness that should be monitored at all times. This
can be transmitted through the care value base of providing individualized care .
For example, a student may have diabetes where the teacher should escort him
to the nurse at certain times of the day so that his or her glucose levels are fine .
Promotion of a person’s identity in a positive manner
Promotion of a person’s identity in a positive manner is linked to the care value
base respecting and acknowledging individuals personal beliefs and identity.
Many students have different beliefs that should be respected by the teacher and
also by others. This also means that the teacher should cater the needs for every
child’s belief like prayer. For example , a british school with a british curriculum
should allocate a certain time of the day for the students to pray , like muslims ,
where they pray 5 times a day. Another example is that to try and provide halal
food for muslim students as they should only eat halal meat.
Respect for individual differences
Respect for individual differences is linked to respecting and acknowledging
individual’s personal beliefs and identity. Every person is different as some like
things that others don’t . For example , each child gets time to play in the
playground but not all at the same time. Some want to play before the others and
some later . They all are treated equally as their getting their right but at the time
the prefer. The teacher should treat everyone equally and at the same time
differently according to their needs . This can also include a child who has a
broken leg . The teacher should help him walk around and take extra cautious on
him as he is injured.
Respect for the worth of individuals in all interactions including personal dignity
Respect for the worth of individuals in all interactions including personal dignity
is linked to the care value base of promoting and supporting dignity. This can be
done if the child asks for something and the teacher shows her trust in him. For
example, a child may need to go to the restroom, she can give him a pass and let
him go on his own and showing him that she has trusted him to go and come
back and not wander around. This will help create a trust bond towards both
parties. This can result into the child receiving better education when heaving
the confidence to ask his teacher if he or she doesn’t understand and puts in full
trust that the teacher will not mock him, instead, help him out.
Consideration of choice and preference
Consideration of choice and preference is related to the care value base of
promoting and supporting dignity, independence and safety.. This will usually
take into consideration that the child can make a choice and have a preference of
his . this should be respected and he or she can be independent in taking those
decisions. For example , a child can chose weather they prefer to eat a peanut
butter and jam sandwich or eat a tuna sandwich according to their preferences.
This will help the child gain more confidence and feels that he or she has a say in
some little things as their voice is heard.
Encouragement of independence and support
Encouragement of independence and support is related to the care value base of
promoting and supporting dignity, independence and safety. Encouraging a child
to be independent will help them make their own choices and decisions. This
will let them explore the possible choices they have and can also increase their
self-esteem and thinking skills. This will also strengthen their personality. For
example, a teacher may let the children draw a picture on a piece of paper, this
itself helps them and encourages them to be independent. This can be from the
color choices the child choses to use and also the type of drawing he or she will
draw. This help these children as individuals to stand out in their own
considering the independent work they had like drawing without any help from
the teacher.
Confidentiality of information and discussion
Confidentiality of information and discussion is linked to the care value base
confidentiality. In other words , to achieve confidentiality of information , the
topics discussed should be sealed and not spoken of as they are private matters.
It can also be to keep whatever discussed a secret and respect their privacy. For
example , a teacher should not discuss personal stuff about the child like home
address , phone number and health issues . They can only be spoken of to the
people who have are permitted to do so . Anything unrelated to the child’s
learning should not be discussed with colleagues and other staff members .
Staff should be aware if the child has any allergies or illness so they can be taken
care off. The child’s progress should only be discussed between the teacher and
parents and the child. This will keep the parents in touch with the teacher and
also build a relationship of trust between both parties,
Praise
A praise is a complement given towards someone as a reward for an
achievement. For example , a teacher might praise a child by saying “super” or
“that’s right’ , “wow” and “terrific”. These help build the confidence of a child and
push them to accomplish more and make them think out of the box and
challenge themselves, consequently, making him or her more independent in
making choices and decisions . A praise can also be used to motivate a child who
feel down , this will increase his confidence.
A02
Conversation with the early years
We had a conversation with the early years that has been conducted in school . The
conversation we had was with students ranging in age from 5-6 years in class FS2
Blue. My group and I had to asses each other’s communicational skills and how the
care value bases have been transmitted.
The Conversation (1-on-1)
Me : Hello and good morning ! (Excitedly)
Child 1 : Hi (quietly)
Me: My name is Alya , what is your name?
Child : My name is ***** ( smiles , looks at his knees)
Me : What a lovely name! My cousin has the same name as yours (smiling towards
him)
Me : What did you during in the holiday ?
Child : Ummmmm (giggling )
Me : Do you want to know what I did?
Child : Yes
Me : I went to global village , and I ate lots of types of food , what did you do?
Child : I went to The Dubai mall and went skating on the ice rink.
Me : Did you fall?
Child : No I didn’t ! I can skate really well! ( proudly maintaining an upright position)
Me : That’s amazing ! I can’t do that , you have to teach me !
Child : I will ( looks at his friends and grinning )
Me: What do you also like doing ?
Child : I like to play football. You know what’s my favorite football team?
Me: No !
Child : Guess !
Me : Ummmmmmm. Maybe Real Madrid C.F. ?
Child : Yes !!! You guessed it right .
Me : Can you teach me how to play?
Child : Yes , now?
Me: We can’t now , we can do that in your play time.
Child: No now.
Me: You know what , we can play something now but not football.
Child : Okay , what is the game?
Me: I’ll give you a letter and give me words that start with them like “ M” , “Mango”.
Me : Okay ?
Child: Let’s start (smiling)
Me : Give me a word that starts with the letter “A “!
Child : Mmmmmmm….Animal!
Me: Well yes , that’s correct!
Child: Another letter! (Fidgeting)
Me: Okay , ummmm, the letter “R”.
Child : Ummmmmm , I don’t know .
Me : Try , you know!
Child : (Thinks deeply ) Rabbit ! (Cheerfully)
Me : Great job ! I know you knew it. (Praises the child and gives him a high-five)
Analysis of (1-on1) conversation
I started the 1-on1 conversation with a child from fs2. The child was first very timid
as I started with him the beginning of the conversation. He has started to open up
when he was asked a couple of simple questions like “how are you “ which created a
sense of care. This has lead to asking more deeply about his activities, interests, and
hobbies . I have also managed to ask about his favorite places where I found some
common interests between the child and I. I have transmitted the following care value
bases
The First Care Value Base is Anti-Discriminatory Practice
To apply this care value base, the teacher chooses the child at random so there
will be no discrimination. This insures that the care value base was applied. I
have also showed the child that there was no discrimination by respecting him
and listening to his ideas and thoughts without disrupting him. Even though he
was so young, I have respected him as an individual and didn’t let age become a
barrier between us.
The Second Care Value Base is Confidentiality
This care value base has been applied when I had the conversation with the
child. I didn’t mention his name while writing up the conversation and didn’t ask
him personal information like his home address and the name of his parents.
The Third Care Value Base is Respecting And Acknowledging Individual’s
Personal Beliefs And Identity
I have done this by listening to the child attentively and respecting his ideas and
thoughts without interrupting him. I also didn’t speak a lot and without
imposing my views and ideas. It’s important for a teacher to listen to the ideas
and thoughts of the child so that the students can feel valued.
The fourth care value base is promoting effective communication
Throughout the conversation, there was background noise, which has affected
the conversation and was a disruption. I raised my pitch a little bit higher and
spoke more clearly to ensure the child receives the message and understand it.
The Fifth Care Value Base Is Providing Individualised Care
I spoke to the child using simple and easy vocab to avoid any language barrier. I
also used hand gestures and used the Arabic and English to transmit the
message easily to him. This helped ensure the communication cycle runs
smoothly and effectively.
The Sixth Care Value Base Is Protecting Individuals From Harm And Abuse
The teachers and assistant teachers were available at the classroom so that they
can ensure the children are safe, secure, and in protected environment.
The Seventh Care Value Base Is Promoting And Supporting Dignity And
Independence And Safety
The child has asked me to go and speak to the teacher for a minute. I gave him
the permission to do so. I didn’t ask him why and interrupted him, instead
respected him as an individual and his independency. I also didn’t embarrass
him in front of my classmates.
Communication
Linguistic
Linguistic: The vocabs that were used were very simple and direct which made
them easy to understand. For example, when I said, “That’s amazing “, he grinned
and looked towards his friends proudly. This showed me that he has understood,
which made the communication cycle successful. The child has paraphrased the
question I asked him which was “What did you during in the holiday ?” he replied
with “Do you want to know what I did?” which showed that he understood what I
asked about.
Paralinguistic
Paralinguistic: The pitch has changed throughout the conversation. It started with
the low pitch and gradually increased as the background noise was affecting the
conversation making it difficult for the child to hear and understand. I then have
slightly increased the pitch to show enthusiasm when praising the child like “Great
job!”. The tone has also changed throughout the conversation, for example when I
started the conversation; I started it with a normal tone to an excited tone. This
showed the child how surprised I am of his sportive skills.
Body language
Eye Contact: I tried to maintain eye contact with the child and face him while having
the conversation so that he wouldn’t feel distracted. I also try tried maintain focus
but not staring at him so he wouldn’t feel threatened and scared. This will let the
child successfully receive and respond to me.
Posture: I sat down on the chair to be at the same level as the child in a relaxed way
to let him open up and feel comfortable with me.
Hand gestures: I have used hand gestures like the thumbs up and okay through the
conversation. I have used the thumbs up when asking him “Okay?”. He replied with
“Let’s start “ as he was smiling which means that he has understood what I told him.
I have used a high five which is usually used a gesture in which two people slap each
other’s palms with their arms raised up when saying “Great job! I know you knew
it.” These gestures were used to strengthen the relationship between the child and I
and to overcome the barriers.
Facial Expressions: I raised up my eyebrows when asking the child “Do you want to
know what I did?”(With an eagerly look). This made the child more confortable and
confident to reply which made the child exceed the fear stage.
SOLER communication: The SOLER communication was completely perfect as it
fulfilled both parties. I sat facing the child with complete eye contact and sat on the
same level so he can feel that we’re equal. This has boosted up his confidence and
encouraged him to speak more freely. I have also tried to lean slightly forward to
show interest in what he’s saying and at the same time, be relaxed which was shown
through my posture. All what was mentioned above created a successful
environment for an effective communication cycle.
The Conversation (group conversation)
Me: Hello kids
Child 1: Hi (same time ) ( looks at his table )
Child 2 : Hello (same time)
Child 3: (smiles)
Child 4: (looks at the table)
Me: How are you ? ( smiles)
Child 3 : Fine
Child 1 : (looks towards child 2 while making eye contact and giggles)
Me: Okay , my name is Alya , what are your names?! ( looks towards every child )
Me: (points towards child 1) you start!
Child 1: My name is *****. ( looks at me shyly and pokes his friend , child 2, to
answer)
Child 2: My name is ****! (smiles)
Child 3:****( in a very excited voice and pitch)
Child 4: I’m ****! (Enthusiastically)
Me : Wow! What lovely names you have! What do you all like to do ?(raises my
eyebrows)
Child 2: I like to play with my friends ! (looks towards them)
Me : What about the others ?
Child 4: I like to draw. I can draw a cat! (proudly)
Me : Really?! ( Surprised)
Child 3: Yes , **** can draw a cat ! ( smiles)
Child 1: A really nice cat !
Me : Let me get a piece of paper and some coloring pencils so you can all draw what
you want. Please don’t move and don’t speak in a loud voice so that the teacher
doesn’t get disturbed. Okay?
All Children : Okay ! (in a very low voice , putting their fingers on their lips showing
me that they’ll not speak.
Me: (nods my head and goes and gets papers for each child with coloring pencils)
Me: Here are the papers , I want you all to draw something.( hand each child a paper
with coloring pencils)
All children : (smile towards me a take the piece of paper and the coloring pencils)
Child 2: I’ll draw a car !( take the blue coloring pencil and starts drawing )
Child 4: I’l draw a cat! (in a loud pitch)
Child 3: I’ll draw a dog!
Child 1: I’ll draw a house!
Me: Lets see what all of you can draw and see your talent! ( smiles towards every
child and motivate them)
Me: I’ll give you 5 minutes to draw, okay?
All children: Okay ( hurrying into starting their drawing )
5 minutes later
Me: Okay , 5 minutes have passed , let me see what all of you have drawn!
(Excitedly)
Child 1: (showing me their drawing and smiles)
Me: Wow I love the house you’ve drawn , I want to live in one like this when I grow
up!
Child 1: Thank you (giggles and looks towards his friends proudly)
Child 2: This is my car ! ( looks at his drawing)
Me : I love this car! (raising my pitch a little bit to show excitement)
Me: Do you want to drive a car like this when you grow up? (looks at child 2
proudly)
Child 2: Yes! I want to . I’ll let my friends ride with me !
Me: I want to drive it someday… Will you let me ?( looks back at child 2 and then
back at the drawing )
Child 2 : I will think (giggles)
Me: (Giggles)
All children : (giggle as well)
Me: Okay . ****, it’s your turn , let us see what you drew.
Child 3: Okay , this is the drawing , I drew a dog!
Me : I want to have a dog. What type of dog is this?
Child: A chiwawa!
Me I love it! Good job (grins)
Me: Okay , what did you draw ?
Child 4: I drew a cat! I told you , I know how to draw!
Me: I see ! You’re very talented at drawing cats! You should draw more! ( very
proudly)
Me: Good job everyone! I love your drawings… I’ll hang these drawing around your
classroom so you can see them around and show your other friends and your
teacher!( takes the drawings and pats on each child on their back as motivation and
to praise them )
All Children : (looks towards me maintaining eye contact and showing that they’re
feeling proud of their work.
A03
Communication Barriers
Communication barriers are obstacles in which people face while transmitting an
idea or thought. These barriers could be categorized into different categories such
as status differences, gender differences, cultural differences, prejudices, and the
organizational environment. These all can contribute into making communication
difficult. They can be split into 7 different types of barriers, which are:
Enivironmental
Language
Emotional
Factors affecting
communication
Non-verbal
Physical
Appearance
Culture
Environmental: Time, Place, Space, Climate and Noise. Some of them are easy to
alter whereas; some may prove to be tough obstacles in the process of effective
communication. These factors may just cause distraction leading to
inattentiveness or totally alter the message, causing miscommunication.
Environmental barriers include:
Hearing difficulties is when there is a problem with one or more parts of the ear.
Someone who has hearing loss might be able to hear some sounds or nothing at
all. We can overcome this barrier by providing hearing aid. Some kid’s with
hearing loss may attend a special school; or special classes within a regular
school, or also be part of a regular classroom. Depending on how severe their
hearing loss is. Some people with hearing loss may need to use special
techniques like these to communicate and to avoid the barrier that can effect
communication: Sign Language, which is a language of hand movements that
allows deaf people to communicate without speaking and this make it easier for
them. Another technique can be speech reading, which involves looking closely
at a person's lips, facial expressions, and gestures to help figure out spoken
words. Schools and nurseries can provide hearing aid, which will help kids to
listen more clearly. The teacher may also try to change the location to avoid any
distractions and may also slightly raise her voice.
Speaking difficulties can contribute into making it difficult for the child to speak
up and also share their ideas and thoughts. These difficulties are usually
connected with listening difficulties. For example, a child with dyslexia may take
a longer time to perform certain tasks. The teacher might be bale to give him
much more simpler tasks that will take less time or have shadow teacher to help
and support him. This will avoid any embarrassment from the other students
and will also motivate him to work harder.
Eyesight is when the child is blind or can’t see clearly. Poor eyesight could be
corrected by providing the child with glasses, laser treatment or using more
verbal communication the non verbal communication, this will eventually help
the child to understand what your saying without even looking at you.
Disability: children with a disability must have the opportunity to communicate
with everyone and have their feelings recognized by other care workers in a
nursery. We must always make effort in communicating with a disabled kid, and
not be isolated by the environment. We can do that be letting them be in control
in a conversation so they can build up trust with us.
Culture: Culture plays a crucial role in playing as a barrier to communication.
These provide people with different ways of thinking, where it’s the way they
see, hear, and interpret things. For example, saying the same word while
speaking the same language could mean something else in different cultures.
For example , if a teacher
A04
Evaluation
Communication is the exchanging of information through speaking, writing, and
body language. There was also a communication cycle that was between the sender
and receiver, in this case I was the sender and the child was the receiver but has
been altered to maintain a conversation. My partner has assessed the care value
base and my communication skills with the by using the table that has been drawn
above and assessed by my classmate. The grading has ranged from 1-5, 1 as in
excellent and 5 as in poor. There was also a column in which my partner wrote in
comments and feedback for me to read and work upon them and improve. I have
been assessed on the care value base, SOLAR communication, linguistic and
paralinguistic. In all, I have been assessed on the 1-on-1 conversations as well as the
group conversation.
Written Communication:
Verbal Communication: