Develop Positive Relationships with Children Essay

1.1 Explain why positive relationships with peasantren and young people ar important and how these ar built and retained Why positive relationships with kidskinren and young people be important (Ref 1.1) * When children shade comfort qualified with us they underside take apart more easily from their p bents. * Children are more likely to participate in play and learning activities if they are secure emotionally * when children thrust strong relationships, they are less likely to show unwanted behaviour as we can recognise and meet their pauperisations * childrens language develops more speedily because they feel confident tattleing to us * practitioners can plan more accurately as they make childrens developmental ineluctably and know their interests * practitioners are able to act to children more effectively because they can recognise their expressions and emotions.Good relationships are really important for our wellbeing. Humans demand evolved as social animals , so we confound a deep, natural need to connect with divers(prenominal) people and to belong to a social group. This sense of connection and belonging comes from good relationships with the people salutary astir(predicate) us in our families, at maneuver or school and with our friends. There is strong evidence that when we feel we belong, we will flourish. A childs force to develop good relationships is an extremely important step on the path to getting the best out of his or her life. How positive relationships are built and maintained (Ref 1.1)* Communicating effectivelyOften, we focus on undertakeing to get our bakshis across or takeing how we feel about something. However, communication is a bipartisan process it involves learning as well as speaking. How we listen to others is alone as important as what we say to them. But good listening is practically more than staying silent when another speaks. The most effective form of listening for building good relation ships is empathic listening. Empathy is about seeing things from the other persons point of view. So, empathic listening sloppeds listening with the intention of really understanding what the other person means and how the other person feels.We are often more likely to build good relationships with children and young people if we really set an effort to see things from their point of view. If we do this, they will feel back up and understood, and are much more likely to open up and tell us about whats happening in their lives and how they feel. Seeing things from a childs point of view is not easy. It means really trying to step into their shoes and imagine how a situation looks through their eyes and how it feels to them. This summons champions us understand how children (and adults) really want to be listened to When I ask you to listen and you start giving advice, you look at not done what I experience asked. When I ask you to listen to me and you begin to tell me why I shouldnt feel that way, you are trampling on my feelings. When I ask you to listen and you feel you have to do something to solve my problem, you have failed me, strange as it may seem. Listen All I ask is that you listen not talk or do just hear me.We also need to consider the childs perspective if they ask us for our opinion or advice. Children are much more likely to listen to our opinion or advice if we can put it in a way that means something to them. For example, if they ask us for advice on what subjects they should study at high school, it may be best to explain why we think certain subjects would be better than others. Or it may be that they dont want specific advice on what subjects they should do, but they want us to help them think about it so they can then make the finality more effectively themselves. So, asking probing questions like what do you enjoy doing most? or what would you like to find out more about? or what would you be most happy doing as a job on a dail y institution? may help them make the decision for themselves.Effective communication is not just about speaking and listening. It is also about watching and feeling. Our body language and tone of utterance actually get more strongly than the words we use. So, listening effectively involves tuning in closely to the other persons body language and tone of voice as well as their words. How positive relationships are built and maintained(Ref 1.1) * Identifying and sorting out conflicts and disagreements Children, like adults will have their disagreements. As children get older their arguments can become more serious and are notsimple squabbles.In order for children and young people to trust us, it is important that we can identify difficulties and help them wherever potential to find ways through them. It is congenital that children and young people perceive our way of doing this as delightful. When you have a conflict with a child, there is an opportunity for learning about how t o solve problems. Conflicts help children to understand that other people have diverse thoughts and feelings to their protest. Listen to the child and try to understand their point of view, and help them to understand yours. Then together, try to think of ways to solve the problem that you are both happy with. It might take a plot of land but it will be worth it, and will help to build your relationship.How positive relationships are built and maintained (Ref 1.1)* Being consistent and fairConsistency means not just keeping behavioural boundaries in place, but also making sure that we do not have world-shaking mood swings, e.g. one twenty-four hour period being excitable and funny and the next being quiet and withdrawn. Children and young people rely upon us, this means that it is essential that day to day, we are consistent. Children also need to know that we will be fair with them, we will listen to what they have to say before jumping to conclusions and we will try to make s ure that their needs are taken into consideration.Fairness is something that adults need as well. Parents will want to see that the way that their family is being treated is comparable with others, while staff members need to feel that their workplace is a fair one where everyone is expected to pull their weight.* Showing respect and courtesyMutual respect is essential for good relationships. This means that everyone in the relationship respects each other. Respecting others means being considerate towards them, thinking about their feelings and accepting that they may have different views and opinions to you. A good relationship with a child would mean that you would respect them and they would respect you. Good long-term relationships also involve giving to others (for example time, kindness, praise, etc.). However, just because you give, it doesnt mean that you lose out everyone in the relationship should give, soeveryone should expect to benefit (mutual benefit). A good relatio nship with a child would mean that they benefit from their relationship with you and you would benefit from your relationship with them.Children dont have to compete with each other to gain recognition or opportunities. We all have different abilities and strengths, and if we teach children to respect each other and to see each others strengths, we will be helping them to see that everyone can achieve in their testify way. Their own success does not have to be diminished by another childs success. And, if you can help them to help each other to be successful, you will be helping them to build better relationships with each other. From the earliest age, we should be using markers of respect in English such as saying please and thank you. We should also speak to children and young people using voice tones that are warm and courteous.* Valuing and respecting individualityGood relationships can fail to great ideas, creativity and achievement. We are all different, and in good relation ships, people celebrate their differences, they dont just tolerate their differences. They may have different religious or political beliefs, different kinds of lifestyles, different personalities or different abilities. But they use this diversity and richness of experience to create better ideas and saucily solutions or create a great team achievement. Children, young people and other adults will all have different strengths, talents and attitudes. They will also respond in different ways. Valuing and respecting their individuality means showing that we are wanton with their differences.Children, especially teenagers, often want to fit in with their peer group. Feeling comfortable with the people around us is important. But to fit in and feel comfortable with others, we dont have to be the same as others, we just have to accept and value others. If we can make others feel accepted and valued, then they are more likely to accept and value us. Recognising others individuality is t he basis of anti-bias practice. How positive relationships are built and maintained (Ref 1.1)* Keeping promises or honouring commitmentsTrusting someone else is the foundation of a good relationship. We canstrengthen or give out someones trust in us by what we say and do. To strengthen a relationship, it is important to think about the little things we can say or do to keep the other persons trust for example, we can be open and naive with them, keep our promises and try to understand their point of view. As adults who work with or care for children, you can help develop your relationships with children by doing things that build their trust in you. This will show them how to trust others and abide in a way which helps others trust them. Not keeping promises or honouring commitments mean that a child or young person will course not to trust us again or may keep some distance from us. Build trust in your relationships with children keep your promises, be honest and clear about w hat you expect from them, apologise when you make a mistake and forgive them for their mistakes. Help them understand that you expect them to do the same with you.* Monitoring the carry on of your own behaviour on othersPart of working professionally with children, young people and their families is to monitor and then, if necessary, accommodate our own behaviour. You may notice that a child moves slightly back when you talk to them. Noticing this is important as it might be a sign that the child finds you too overpowering and so you will need to alter your style slightly to be gentler.* Keeping confidentiality as appropriateConfidential teaching is information which should be shared only with people who have a right to have it, for example, your lead practitioner, supervisor or manager. Confidentiality is essentially about trust and respect. Parents and other professionals will often give you confidential information on the basis that it will be helpful to you when you work. The y do so trusting that this information will not be passed on to others, to become the reservoir of gossip or interest. If you breach confidentiality, you will break that trust. When trust between you and others breaks down, so too does the relationship. While we can never promise to maintain confidentiality if children bring on that they have been abused, or that there is a danger that they may be harmed, keeping confidentiality is an important part of working with children, young people and others.1.3 Evaluate own effectiveness in building relationships with children or young peopleThe wonderful thing about children and young people is that they are all different. We need to adapt the way in which we approach and communicate with them according to their age/stage of development, needs and personality. For each child or young person that I work with, I consider the strength of the relationship, they have with me. I use the following pointers to identify how well the relationship i s being built* GreetingDoes the child or young person seek me out soon after coming into my setting? Does the child or young person like to tell me when they are leaving the setting?* Seeking helpDoes the child or young person look for me if he/she needs help or if they have had an chance?* Smiling and eye contactDoes the child or young person often make eye contact with me or smile while I am with them?* Looking for companyDoes the child or young person look for me to get involved in his/her playtime, in chat or in an activity?* AbsenceDoes the child or young person miss me when I am not in the room (babies and toddlers) or if I am off for a few days?Ref 2.1 Explain why positive relationships with people involved in the care of children and young people are importantThe professional and positive relationships we develop with people involved in the care of children and young people will ensure that good communication is possible in order to support the needs of children and their f amilies. It is important to have these positive relationships as if we dont there is a danger that information may be withheld or passed on incorrectly. This has to be taken seriously as, over the past few years, some child deaths have occurred because people caring for children have not worked properly together. An example of this is In 2000 in London, an eight-year-old Ivorian Victoria Adjo Climbi (2 November 1991 25 February 2000) wastortured and murdered by her guardians.Her death led to a public question and produced major changes in child protection policies in England. After Climbis death, the parties involved in her case were widely criticised. A public inquiry, headed by churchman Laming was ordered. It discovered numerous instances where Climbi could have been saved and noted that many of the organisations involved in her care were badly run and did not communicate with one another. Where parents are concerned it is essential that we build positive relationships so that we can work closely together with them to benefit the child in a variety of ways. This should include settling the child in, sharing developmental information and also learning about childrens interest.Benefits of positive relationshipsInformation can be shared quickly between adultsChildren are given consistent careSkills and ideas can be sharedChildrens welfare can be properly monitoredChildrens needs and interests are identifiedPlans for childrens care and education are more effectivePeople involved in the care of children and young people are ColleaguesOrganisational managers and supervisorsCarers/parentsOfficial visitors e.g. inspectorate for the UK home nation (Ofsted) Other Visitors, Colleagues from other agencies and services (Early years)External partners