Hi, what does your setting's prospectus say about what it wants to offer and acheive for the children that come into their care?
The information you get from that will help you look at the short, medium and long term goals - how the setting aims to support individual development, care for a child's physical needs, track their progress, plan activities that enables each child to have oppotunities to reach the outcomes of your nation's framework and for staff to be deployed in ways that will support children's development whilst keeping them safe.
You will then be able to see how, in your role the way in which communicate and share information with each other imapcts on how we work to achieve children's short, medium and long term goals. For example if your setting never arranged a staff meeting to share information about activity planning or discuss current issues it would be less able to provide meaningful opportunities today, next month or in a years time. The way in which this information is shared is also important - respectful, passively, assertively or aggressively.
Maybe you could develop a leaflet to share at a meeting that looks at exploring the different methods and styles of communication?
From page 37 Policies and procedures of the setting: policy documents are usually deep in content and require individuals to take on board a large amount of information relating to the procedues for practice. As practitioners endeavour to uphold the principles of these in their everyday practice it is important that the information be shared in a written format so they have the time to read and understand the setting's policies.
Planning of provision and meeting the needs of young children: the aims and objectives of the setting's planned provision will cover many aspects of the Early Years Framework that need to be evidenced for the purpose of providing for the children's care, learning and development on a daily basis.
Daily events: on a day-to-day basis colleagues will need to be informaed of the 'diary for the day'. This will include information such as the number of children booked in for the day, who needs lunch, which children have a sleep, visitors comming to look round the setting, staff shift patterns and lunch and break otas.
Dissagements between adults impact on children's short, medium and long term development. Colleagues need to be working together to support the setting's aim of wanting the children to reach their best outcomes.
P. 41 looks at this in greater depth.
From page 35 of the level 4 handbook methods of communication (what happens in your setting?).
Face to face: which shows the person you are communicating with that you have time for them. It can also be difficult communicating face-to-face if you are dealing with issues that are sensitive.
Face-to-face group meetings. These enable information to be shared and cascaed without having to repeat it. It can be difficult to guage everyone's understanding of the information being shared.
By phone: communication through this method can be done out of office hours however it is possible information can be misinterpreted or forgotten.
Email. information communicated is recorded and is therefore easy to revisit and comprehend. Emails can be sent at any time day or night, they can be traced and saved. Emails are howerver 'toneless' and can cause discord when meanings are misinterpreted. Emails can be ignored and culd be read by unauthorised personnel.
Letter: provides written details of the information that needs to be exchanged and can be kept on file. These can be ignored and delivery is not immediate.
Styles of communication
Page 36 Level 4 handbook
Passive: where you/someone will put up with things, give in easily, do things that they don't really want to but go along with others. Individuals who are passive do not tend to stand up for themselves, do not deal directly with problems, do not ask for what you want.
Assertive:
people stand up for your own rights, but respect other people's rights at the same time. Express your own views but alos listen to other people. Stay calm and polite when even when you disagree with other people. Accept no for an answer without being rsentful. Negotiate rather than try to dominate or give in. Can give no for an answer without blame. Assertive people do not expect others to know what you want without telling them.
Aggressive communication dominates others, can be rude, sarcasic, abusive. Will try to get their own way regardless of what other people want. Express views without listening to others. An aggressive communication will not understand the needs of others or look for compromise.
Stratgies for effecive communication include- Ensuring those who wish to speak to you have your full attention. You can minimise distractions by closing the door or diverting the phone.
- Demonstate that you are a good listener by giving time for others to talk and communicate without interrupting them.
- Make sure information has been clearly understood by both parties, clarifying key points if necessary.
- Share appropriate information with relevant personnel if 'first hand'
- Pick the right time to communciate.
- Be aware of your roles and responsibilities in the team.
- Respect confidentiality of information at all times.
NOS CCLD 401 Maintain communication systems
Hope this helps a little xx
Styles of communication and how they impact on short and long term goals?
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