Unit 2.3

Communication and professional relationships with children, young

people and adults

Outcome One

Know how to interact with and respond to children and young people.

1.1. Describe how to establish respectful, professional relationships with children and young people.

In pairs/groups, what do you do to establish a respectful, professional relationship?

1.2. Describe with examples how to behave appropriately for a child or young person’s stage of

development.

What are the stages of development?

In pairs/groups, how would you behave for each one of these?

1.3. Describe how to deal with disagreements between children and young people.

Take a moment to think of a time where you have dealt with a disagreement. How did you deal with it? Did you feel it was effective? What may you have changed?

When dealing with a disagreement what do you need to do first?

1.4. Describe how own behaviour could:

• promote effective interactions with children and young people• impact negatively on interactions with children and young people.

How would you own behaviour promote effective interactions?

How would you own behaviour impact negatively on interactions?

Outcome Two

Know how to interact with and respond to adults.

2.1. Describe how to establish respectful, professional relationships with adults.

Take five minutes to note down what adults you may establish a professional relationship with at your setting?

The support you may be required to give may be on several levels - PIPEPracticalInformativeProfessionalEmotional

2.2. Describe the importance of adult relationships as role models for children and

young people.

Why is it important to be a role model ?

How do you go about this?

Outcome Three

Know how to communicate with children, young people and adults.

3.1. Describe how communication with children and young people differs across different age ranges and

stages of development.

In pairs/groups take five minutes to look at the different age ranges and stages of children and young people that you may experience?

What are the methods of communication that you may use and differentiate?

3.2. Describe the main differences between communicating with adults and communicating

with children and young people.

Quick fire – what main differences can you think of?

What should you always be? What should you always show?

3.3. Identify examples of communication difficulties that may exist.

Values and Ideas

3.4. Describe how to adapt communication to meet different communication needs.

In groups, what different communication needs have you experienced or know of?

How would you adapt the way in which you communicate to accommodate these?

3.5. Describe how to deal with disagreements between:

• the practitioner and children and young people• the practitioner and other adults.

Why do children argue?Do you have any experience of disagreements between children/young people?

What experience do you have of disagreements between adults?

Outcome Four

Know about current legislation, policies and procedures for confidentiality and sharing

information, including data protection.

4.1. Identify relevant legal requirements and procedures covering confidentiality, data protection

and the disclosure of information.

In groups discuss what legal requirements and procedures you are aware of for;

ConfidentialityData ProtectionDisclosure of information

4.2. Describe the importance of reassuring children, young people and adults of the confidentiality of

shared information and the limits of this.

Can you give examples of why it is important to reassure people of confidentiality?

When and for what reason would there be a limit to this?

4.3. Identify the kinds of situations when confidentiality protocols must be breached.

In what kind of situations should confidentiality be breached?