Task 1

Describe how to establish respectful, relationships with children and young people?

There is a need for children of various ages, ethnicities, and abilities to have a sense of security and belonging. Attention and assistance for children of various ages and requirements can vary based on their needs or the duration they can focus. Even at a young age, children need to be reminded of the significance of paying attention to what others have to say and speaking out for themselves. In addition, we must avoid using a convoluted lexicon or a big number of directives. For children with upper age or young people there can be discussion sessions, activities, opinions and other responsibilities to build communication (Jagers et al., 2019).

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

When communicating with children and young people, it is essential to take into consideration their developmental stage. It is also essential to explain to children and teenagers about how their emotions may affect their behaviour, and this may need a discussion. When someone tells a child or youngster, I know youre sad because you couldnt draw today, they will begin to see the connection between their feelings and their actions.

Describe how to deal disagreements between children and young people

Disagreements are often caused by a lack of communication, thus it is important to sort things out thoroughly. One must always answer with a pleasant attitude and courteous approach and be respectful to the others emotions (Mahmood et al., 2019). In order to settle a conflict, its important to uncover the root of the problem and then come up with a solution jointly.

Describe how own behaviour could:

  1. Promote effective interactions with children and young people?

Words arent the only means to get anything through. When someone smiles, use positive body language, and appear interested in what they have to express, hell seem more accessible. The more comfortable and confident they feel the more probable it will be for them to open up.

  1. Impact negatively on interactions with children and young people?

Individuals who have a terrible attitude, lack eye contact, and are yelling or screaming may scare children or young people and make them feel unsafe because they look unapproachable. As a result, they may become hesitant to communicate or contact with them.

Describe how to establish respectful, professional relationships with adults?

In the course of working, individuals come into contact with adults such as coworkers, parents, and employees. It is critical to maintain a polite and professional working relationship. When conversing with individuals or disseminating information one must be precise and concise. Listening and respecting other peoples viewpoints is essential. Speaking loudly, yelling, or making disrespectful remarks (Berryman et al., 2013) should be avoided during discussions and arguments.

Describe the importance of adult relationships as role models for children and young people?

Children mimic what they observe that is why it is crucial that adults talk correctly in front of kids. If children see adults becoming upset, yelling, or cussing at another adult, they will believe such behaviour is appropriate and imitate it. When engaging with other adults, one should constantly be conscious of the presence of a child and demonstrate only good behaviour.

Task 2

Describe how communication with children and young people differs across different age ranges and stages of development?


Different ages demand varying degrees of focus. One may have to use more physical touch to comfort very young children, but as they get older, to assist they express their fears verbally. One must always listen attentively (Winter et al., 2016) and respond positively with the appropriate words.

Stages of Development

Nursery (25):

  1. Communication through facial expressions and body language.
  2. Using words and questions.

Key Stage 1 (57):

  1. Developing reading and writing skills.
  2. Explaining things more than once.
  3. Listening and showing interest.

Key Stage 2 (711):

  1. Using somewhat complex language.
  2. Offering opportunities for opinions.
  3. Giving explanations to things.

Key Stage 3, 4 (Above 11)

  1. Using communication to enhance vocabulary.
  2. Using humour appropriately.
  3. Giving responsibility.

Describe the main differences between communicating with adults and communicating with children and young people?

Individuals must be cognizant of how they speak to adults as well as adolescents and teenagers. If they’re in a class with kids, or a conversation with parents, they need to look at the context in which theyre operating. Classroom speech might be more lighthearted and less formal. Adults (teachers and parents) would have more formal communication. More attention is put on nonverbal cues like body language and nonverbal vocalizations like pitch and volume with young children.

Identify examples of communication difficulties that may exist?

Children, young people or adults may have a speech impairment or English as second language. To avoid making them feel rushed, provide them ample time to talk. Some students may experience anxiety as a result of not having the opportunity to speak with a trusted adult outside of school hours. Others may be lacking in selfesteem (Dockrell et al., 2015). Help kids join conversations by asking openended questions and encouraging them to take turns communicating during group discussions.

Describe how to adapt communication to meet different communication needs?

Its critical that to be considerate of the needs of others, especially those who have difficulty communicating. When speaking to a parent or caregiver individuals may turn to face them and establish eye contact. Typically, schools distribute or collect information in a certain manner, such as through email or letter. Individuals must be very precise and unequivocal in communication with children if they want them to understand better (Burke et al., 2017).

Describe how to deal with disagreements between the practitioner and children and young people, the practitioner and other adults?

When caregivers or children and young people, as well as caregivers and other adults, are unable to communicate effectively, it may lead to conflict. After identifying the root reason of poor communication, they may work together to discover a solution. Disagreements between school & parents might arise as a result of divergent ideologies and ideals.  To be attentive to this, individuals need to be supportive and encouraging.

Task 3

Identify relevant legal requirements and procedures covering confidentiality, data protection and the disclosure of information?

Data protection act 1998: This act ensures that data is confidential and parent consent is essential (Bailey, 2018).

Every child matters (England 2003): Emphasizes the need of information exchange among experts as a means of preventing fatal occurrences (Meehan, 2015).

Describe the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of this?

When requesting confidential information, its critical to make request clear and concise, follow the proper procedures and to obtain consent when necessary. One should also project a professional image to reassure others that information will be treated with the utmost respect which will build trust among parties.

Identify the kinds of situations when confidentiality protocols must be breached?

Always notify the person who confides in you that you would be unable to keep things secret for this reason & then you should tell and get advice from the safety point of contact if you detect child abuse or anything is at risk or in danger (Malone, 2019).


Bailey, J., 2018. Data Protection in UK Library and Information Services: Are We Ready for GDPR?. Legal Information Management, 18(1), pp.2834.

Berryman, M., SooHoo, S., Nevin, A., Arani Barrett, T., Ford, T., Joy Nodelman, D., Valenzuela, N. and Wilson, A., 2013. Culturally responsive methodologies at work in education settings. International Journal for Researcher Development, 4(2), pp.102116.

Burke, M., MeadanKaplansky, H., Patton, K., Pearson, J., Cummings, K. and Lee, C., 2017. Advocacy for Children With SocialCommunication Needs: Perspectives From Parents and School Professionals. The Journal of Special Education, 51(4), pp.191200.

Dockrell, J. and Howell, P., 2015. Identifying the challenges and opportunities to meet the needs of children with speech, language and communication difficulties. British Journal of Special Education, 42(4), pp.411428.

Jagers, R., RivasDrake, D. and Williams, B., 2019. Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence. Educational Psychologist, 54(3), pp.162184.

Mahmood, Rasul, S. and Najeb, M., 2019. The rule of observance disagreement is a Method usuli to dealing with the other opinion. Zanco Journal of Humanity Sciences, 23(s4).

Malone, D., 2019. Ethics education in teacher preparation: a case for stakeholder responsibility. Ethics and Education, 15(1), pp.7797.

Meehan, C., 2015. Every child mattered in England: but what matters to children?. Early Child Development and Care, 186(3), pp.382402.

Winter, K., Cree, V., Hallett, S., Hadfield, M., Ruch, G., Morrison, F. and Holland, S., 2016. Exploring Communication between Social Workers, Children and Young People. The British Journal of Social Work, 47(5), pp.14271444.

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