SoU sAYING. We also Nave to tying to communicate when crying or what 4 toddler 10 Interpret what a baby is trying to express wher s when pointing to some object , SS. Effective : Wwolved to be able ( nessages and to thers, In some Ways, our making this happen N be quite wideer anging. OF signer, or someone Ke place in There are many factors to consider when communicating with others, The starting point is to a certain ic Consider which communication method to use a at a slower pace. e Ntial to choose the right style of communication Many cases, we will use face-to-face interaction, but tr 's not always the case, Table 1 shows different ways in k directly which we may communicate rk Out for is also y require ne ined. Most of our interactions are likely to be face to face. ; stname and There are some specific factors to consider when using ts with specific thig metho é tten communications To help corn munication, it is important that we think \ home-setting link about location. It is much more difficult to exchange nly work if parents are personal information in busy, noisy environments. This 1 19, means that we need to think about the environment ‘ that we provide when communicating. For parents and young people, we may sometimes require a quiet place est way to whereas with toddlers and young children, mple, babies and Proximity, orientation and These three factors are very importat the style of a face-to-face communi important that you are sensitive to © Proximity is about the distance bs the person you are communicatin children who you have a strong fé will benefit from you being very this may not be the same for chil thought to be intimidating. As ‘of communication, there are cull sil a arateFacecto-tace Conversations where interactions, both people can respond Nera quickly tok ; Phone Conversation wheh someone is not available to speak face to face Sign language A language that allows ‘a deaf person to communicate Letters and Written way of memos ‘conveying information or sending messages Emails Electronic way of sending notes and letters Reports A formal way of presenting information Gestures that support the spoken word. Used to help children and adults who find it hard to understand or process the spoken word Visual images _Visval images can induding understanding pictures and ‘photographs. Audio/isual recordings others can ‘see’ o children in actio It is clear from this table that your skills are vital. Practising these aeration that someone else needs time f° down e.g, in order to make decisions: s "s ns and also hard Can be ficult ner rr meaing, choice of words ond a ations do allow for quick ema the we ofa jate, remember to record, ye situations notes should be is be made. If this is appropri so that a record can the date and time of the call cognised language and ign language ‘allows someone to British sign language isa re rae ae communicate fully. If you do not use si find an interpreter 4 b: formation. ‘Useful as it allows the reader to take time and ee ‘Also likely to be kept. Style and tone has to be si avoid misunderstandings. Useful if a more relaxed style is needed. Be aware that not everyone will ‘an mean hhave access to a computer or will store/print out emails that no records will be automatically kept by the other perso’ Useful for providing information that has to be structured and ‘professional’, Reports need to be accurate and should be dated. Language needs to be formal which may be a barrier for some parents, Needs to be used with clear speech and strong facial expression. Most Makaton users, including children, may develop their own variations of the signs, and so getting to know ‘their style’ can be helpful. to communicate but ]0ns can be useful ‘see’ or ‘hear’ their n with them, a mation as its possible to see anu diving information as t #5 Pose” le to see another Jse sharing internat te verson’s reaction, May not always be bes i el rd fr“ ‘THAN about whe yon a oF whan Awan ty even Hw sho sn caer UNvongh yo jHONy ‘SrVANNATION ail pontine Uhat you aw Mee ti exmannoniate? rey Wish, nunicate Allowing sutficient tine for a1 be vital, particularly When conMMURICAtING with | eo \ W y Ynidren, but also if giving adults information that Effective tace-tostace communication requires significant We have seen already some of the factors that can siWeAL cHHteHON, You will Need show that you can communicate in ways that meet ‘dlual needs, To do this you will need to consider th verbal and Nonverbal communication method \onewerbal communication “ss the umbrella terny used to describe all ~oynmnunications that are not oral. We know that non verbal communication | ty in a chai person think parse ed to describe the do Not just listen, aiso observe ng and gnats that and othe tive STONING FRQUIERS. Ye" vaio or the 1086 Oder vo adUst ynicators constantly MO! fe interaction facial express Good commu others during face-to-t their own body language. voice. With young child signals that they give out so that they trying to understand them, for example 8 | sipale and so we might sme and giggle DAS : fac eof . and ton n, we may at time can see Je a toadier might at we are ee n, we might With adults, observing 's ea omething in the e sad, while change jepends partly 0” CUIUE nd amy, 9 ed s experience ersation n' conversa ccnisdrer an upset packground al our tone ; thy, We surprised at $0 need to clarity what we hav mean that we should 0 show empat ingonandigno""9§—Cyyryre a and tamiy background affects the Way baggy : use the methods of CO" cation that we looked totiow ome. For example, ey atin the P in some cultures aie Be able to contact may not be ein ckground of voice and consider how best t do this automatically. Carryit or our style of tions to what we have said 3 culture ation ~ (s not an option! vious leart Hi others or may be inte overcome barriers to weal communication Faiyeackround oi» teen andi sir own way of icating together Conmenisibok dotanyesveitiowadiuee wes their own way g together. Some, children, for example, e heard swearingat ‘ook at the reasons for difficulties in communication and home; others may be hearing more than one language focus on ways in which they may be overcome. P. Some children may be in a vibrant and noisy home ; lifferent while others may have a family that is quiet in sive At © \ affects children’s communication but later also affeds POW rdf rson 1 factors on the way that they will communicate as adults. com nmunicatior a Personality Communication is about sharing, whether this is a or information. Where people have the same Se aad children’s personalities can affect the st/eit experiences, they interpret things in similar although cot identical ways and this makes communication uch easier. This is the essence of why a family nember may say a word that will make the rest of the family laugh, but a visitor will remain puzzled, A key point to remember, when thinking about effective communication, is that some people's experiences wil be very different from your own on account of the childhood, culture, family background or linguist knowledge. This means that you cannot take foy granted that your viewpoint or style of corn will always be effective. We will consider n the factors that affect everyone's commyn unication | 'ow some of ication\wrerwas a eTuldd whi wae Uintevied ba paralilly ay oe hocame the adlull wha le eAntidant lo MAalew AP AIPA ruche 19 We Kone reading and wilting valve hheraey skills Gare panple inating taser have acquived these ta a high level bul allen Hay sonvnumeaen ba 4aaiete struggle for a variety af feasans Thi can he the Heqult eye oinien ot specific learning dilficulties ar becauoe Hiey ave Unig a language in which thay are nat yet fluent Hmtielier 1 Wa hae , Hi AOMITINLAA 6G. Thm Sart 44 Senin iving emails, accessing phates and tion clip 1) having internet phone eanversaliarn requite 11 knowledge. As with literany, pecwile Hacagpinty the 1acigh will have AL competencies and so May OF May Nat rnsnnege HOTT thie waridled 6.4 feel corr ie with this media. Lis also impartant 10 Nirah o4rtrietatits 6 GIT I Pet rememt ame aspects of ICT may require high levels | What b heing send of literacy skills, such as the ability to read an email or phsites and 60 Of — Becnding oA vtort needs 10 interpret the mets sealions that the sender 16 oy cor m ior feriplernt understands the v follow written instructions to acces Ove ( \ | / Communication is sometimes seen as a cycle with definitive steps. This model can help us to identify common reasons as to why there may be barriers t@ communication. Possible barriers Ateach stage of the communication process there Potential pitfalls which will disrupt the smooth fl Communication, Table 2 shows some of these. “