Interpersonal Communication in the Early Years Environment - Coursework Example

A demonstration of an understanding of the importance of interpersonal communication skills in context • Recognition of the associated theoretical perspectives • A reflection upon your own learning and development in context • Findings and suitable recommendations where appropriate, these should demonstrate a critical and evaluative approach. The Significance of Effective Interpersonal Communication in the Early Years Environment In relation to being a reflective practitioner, this essay will discuss the importance of interpersonal communication especially in the early years setting. It will draw information from prevalent theories and link these with the practitioner’s placement experiences. It will be a way for the practitioner to assess whether or not she is on the right track in terms of communicating effectively with children, parents, colleagues and other professionals and make the necessary amendments to be a better communicator. Interpersonal communication is the process of sending and receiving information between two or more people. Almost anything that takes place in work and personal life involves communication (Dubrin, 1996). It consists of verbal and nonverbal interactions which play a part in the effective exchange of ideas. Lefebvre (2008) advises that when speaking, one must also be aware of body language and tone and inflection of voice. She notes that different ideas may be conveyed by simply emphasising different parts of the statement. Being an active listener helps one understand the message being relayed to him. As the listener, one should hold his response until the speaker is done, and keenly observe nonverbal cues expressed. It must always be remembered that communication is a give and take process. One must learn to wait his turn to be the speaker and the listener (Lefebvre, 2008). This is one important key in effective communication. Although currently, there are many available forms of communication, this essay will be limited to the discussion of face to face interpersonal communication, most especially in the context of the early years environment. It will draw specific, practical examples from the practitioner’s experiences in placement. Verbal communication or speaking out to another person is often accompanied by non-verbal language which includes facial expressions, gestures, posture, body language and tone of voice. Sometimes, such non-verbal expressions say more than the verbalizations of a person. Whereas verbal language must be delivered clearly for it to be understood, it is much more difficult with non-verbal language (Lee, 2008). With verbal language, most of the time, the verbalization is thought out first, before a person releases it. However, with non-verbal language, it naturally comes out, even without thinking. Hence, the non-verbal communication can sometimes betray what a person says when his actions are not compatible with his words. Usually, this is where miscommunication occurs (LeFebvre, 2008). An individual’s communication skills reflects his emotional intelligence. Goleman (1998) defines emotional intelligence as one’s capacity for recognising one’s own feelings and those others, to be able to motivate oneself and manage emotions well for one’s sake as well as for his relationship with others. This means that if one knows how he will react to a certain situation, he will be able to manage his communication style better and be able to send his message across effectively. Thus, it is essential that a practitioner becomes emotionally intelligent in dealing with various situations in placement in order to establish and maintain harmonious interpersonal communication (Goleman, 2006). From the placement period with young children, the practitioner learned how important interpersonal communication is. Through daily interactions with children, they develop relationships that help them about themselves and the world that is why adults in the early years setting should be able to create and maintain positive and healthy relationships with them through positive communication (Gable, 2010). The way one communicates and receives information is highly valuable to the quality of relationships he or she has with others (Richmond & McCroskey, 2005). Effective communication takes practice and hard work especially for those who are not skilled in interpersonal relations. Consequently, several factors need to be considered when communicating, which can range from age, gender, relationship to the person, nature of the communication exchange, temperament and personality and even culture. These factors may have different effects on communication, either on its own or in combination with others (Dickson, 2004). The professional has learned and continues to learn that a child worker has to be committed, sensitive, enthusiastic and personable enough to interact with the children effectively. She should be adept at challenging children’s thinking and learning and plan collaborative, holistic and child-focused activities guided by her keen observations of them (Petrie, 1997). Assessing children’s skills should not be a single, isolated event but rather, be ongoing and unobtrusive and should be formative and integral to learning and teaching. Children should be made aware of their progress by receiving positive feedback and suggestions for improvement (Early Years Interboard Group, 2006). In one instance, the practitioner supported children in a painting activity (See Log____) through challenging them with questions. She assessed the children’s non-verbal facial expressions, which reflected the difficulties they were experiencing with the task. As a result of the verbal and non-verbal communication, the practitioner was able to immediately rectify the issue which led to a successful activity. Working in early years setting entails awareness by professionals of how children learn to communicate. Clay (1998) posits that all children must take an active part in negotiating meanings. Conversations with adults are essential in the language learning of children. Piaget and Vygotsky, key theorists in the study of language and thought, believed that development would not occur unless children engage in rich, meaningful conversations with others by which language is internalised to more complex thinking (Neuman & Roskos, 1993). Vygotsky (1978) believed that children’s intellectual development is influenced more by social context than by individual experiences. His theory places a great deal of emphasis on effective social interaction. Interactions are likely to go through a process called ‘inter-subjectivity’. This is when two people are engaged in a task and begin from different understandings but with interaction, come to an agreed, shared understanding. This is usually manifested when children initially debate opposite arguments but upon more understanding of the concept and because of listening to each other’s opinions, will both end up viewing the concept via a single perspective. This view of Vygotsky is easily relatable especially to early childhood professionals. One practical example is when the practitioner overheard two children arguing about the color of leaves (See Log___). Upon further debate, they accepted each other’s opinions because they realized they were thinking in different contexts. Although they were depicting different contexts in the pictures they were drawing, with effective communication, were able to agree with each other. On reflection, the practitioner learnt to control the need to get involved and rectify the conversation, between the two children who seemed to be at odds with one another, as they eventually achieved an understanding due to their communication skills. It is important for children to be able to communicate to each other and resolve their own conflicts without the constant intervention of adults (Watkins & Bunce, 1996). It empowers them to be confident and effective problem-solvers later on. Edgington (1999) posits that children learn best in an environment that makes them feel secure and confident enough to develop their own ideas with open-ended experiences. They actively engage in learning by partaking in fun, play-based hands-on experiences while adults around them challenge and extend their thinking. Such knowledge gained from both theory and practice now provides a guide for the practitioner, allowing for more sensitivity to children’s learning styles and learning preferences, so adjustments can be made accordingly. One lesson learned from placement was a child’s boredom in the lesson that the teacher gave. The child’s non-verbal communication sent the message that he was not interested in the strategy that the teacher was using so he resorted to talking to other children instead. Had the teacher considered the child’s interest, she could have altered her strategy to include that individual child and generate his interest in the lesson (Leaper, 1991). Interpersonal communication does not only have value in communication with the children, but with other adults as well. Richmond & McCroskey (2005, p.20) define organisational communication as, “the process by which individuals stimulate meaning in the minds of other individuals by means of verbal or nonverbal messages in the context of a formal organization”. When the practitioner approached the class teacher at placement regarding the practitioner’s aims and objectives for placement and her intention in relation to achieving them (See Appendix ____), she found it difficult to express herself. The practitioner still lacked enough confidence to communicate her plans; feeling anxious that the class teacher may view them as being unprofessional. The practitioner however, believes that her non-verbal cues are effective as they were easily read by the class teacher who advised her to plan well and to check available resources, assuring the practitioner that she was available if needed. This demonstrates the kind of collegial collaboration that encourages each professional and eventually eases stress and anxiety, making one more confident in communicating (Richmond & McCroskey, 2005). Working with parents is integral to the success of an early childhood service provision. Open communication is necessary to exchange information about the child (Decker et al, 2009). At the placement in question, parents are considered partners of the school in supporting the growth and learning of children. They are oriented well on the philosophy, policies and programmes of the centre and are given guidelines on how they can support the school in fulfilling its goals for the children. It is a well-known fact that when teachers and parents work together, common goals for their children are achieved more successfully. This is because parents communicate essential developmental information regarding their child while the school communicates valuable information about the education of the child and available community resources (DeMoss, 1998). Communication between the home and the school is vital to the success of the provision. As a result, the school needs to create ways to strengthen the home-school communication links to update parents of what is happening with their children in school through the children’s narrative record, monthly newsletters, a website or blog of the school or the particular class of the child, parent-teacher conferences and parent seminars provided by the school. These create opportunities for the school to disseminate information about the child or news about the class or school activities. It can also serve as a venue to educate parents through communicating pertinent education news or information that would help them in the proper care and rearing of their children (Neuman & Roskos, 1993). Teachers may also communicate tips and suggested activities that parents can use with their children such as arts and crafts or simple experiments as well as lyrics to songs (Decker et al, 2009). On the other hand, parents are always welcome to communicate their concerns, questions or complaints regarding their children. They are free to call the school, write a note or schedule a parent-teacher conference. However, if there are communication barriers, school personnel need to exert effort in understanding what the parents would like to communicate (Petrie, 1997). In one instance during placement, the practitioner was able to bridge a communication gap between a teacher and a non-English speaking parent (See log ____). The practitioner assumed the role of an interpreter for the two and the interaction ended on a clear note because of the practitioner’s assistance. Had the practitioner not known the language of the parent, the teacher may have had to resort to non-verbal communication with the use of body language, which may not have been effective at communicating the intended message (Loughran, 1996; Leaper, 1991). When the setting needs to allow for observations of children requiring external assistance, such as by professionals specialising in children’s disorders, professionals employees at the setting also need to maintain harmonious collaborative relationships with them (Petrie, 1997). It is important that all professionals involved communicate clearly with each other in regard to the actual observations findings of the children along with other concerns so that they come up with a more accurate diagnosis and plan appropriate interventions for children. Any miscommunication may lead to negative outcomes such as creating an Individual Educational Plan (IEP) that does not suit the child’s needs (Berk, 2006). Being an effective early childhood practitioner entails reflection, as is evidenced in this essay. Dewey (1946, p.110) writes that, “To reflect is to look back over what has been done so as to extract the net meanings which are the capital stock for intelligent dealing with further experiences”. On hindsight, the practitioner is guilty of several mistakes during the placement period, but these mistakes are considered to be valuable lessons. Schon’s theory outlines two different types of reflection that occur at different time phases: reflection on action and reflection in action (Schon, 1983). ‘Reflection in action’ is often referred to the colloquial phrase as ‘thinking on your feet’ a term used to denote being able to assess ourselves within a situation, making appropriate changes and still keeping a steady flow in the process. Reflection on action is when reflection occurs after the event. This is where the practitioner makes a deliberate and conscious attempt to act and reflect upon a situation, considering how it should be handled in the future (Loughran 1996). The practitioner realised that she has been undertaking reflection-in action as mentioned previously. Specifically, the practitioner needs to develop and use more effective interpersonal communication skills with both children and their parents, as well as with colleagues in order to become a more efficient early year’s professional. The practitioner needs to be able to understand those whom she interacts with well and establish clear interpersonal communication with them in order to be effective in her duties as an educational practitioner. Practitioner’s Reflection: I have been working in the early years setting for two years now. I started out feeling nervous and shy when communicating with teachers, children and parents that I refused to express my thoughts or needs. I was in the first stage of teacher development which Katz (1972) termed as the Survival Stage. I was more reactive than preventive when it comes to conflict resolution and tend to blame others when things go wrong (Stroot et al., 1998). Now that I am on my second year, I am on the Consolidation stage of teacher development (Katz, 1972), and I have gained more confidence in my communication skills. I involve children more in the activities and if I am unsure of what to do, I do not hesitate to approach the class teacher to ask. I learn something new every day in placement. I know I am continuing to develop my interpersonal skills and make sure I am reflective about my practice, following Schon’s (1983) reflection-on action and reflection-in action techniques. This greatly helps me know if what I did in placement was right or wrong and how I can improve as a professional educator, most especially in the area of interpersonal communication. References Berk, L. (2006) Child Development, 7th edn, Pearson, Allyn & Bacon, Boston. Clay, M.(1998) By Different Paths to Common Outcomes, Stenhouse Publishers, Maine Decker, C. Decker,J., Freeman, N. and Knorpf, H. (2009). Planning and administering early childhood programs (9th edition). Upper Saddle River, NJ: Pearson DeMoss, S. (1998). A cDoctoral Dissertation, University of Oklahoma, Norman. Dewey, J. (1946) Experience and Education. New York: The Macmillian Company Dickson, H. (2004) Skilled interpersonal communication, research and practice, 4th edition, Routledge, Sussex. Dubrin, A.J. (1996) Human Relations for Career and Personal Success. 4th Ed. Prentice Hall Englewood Cliffs, N.J. Early Years Interboard Group (2006), Understanding the Foundation Stage. CCEA Multimedia Edgington, M. (1999) Priorities in the Early Years Curriculum, course held at the University of Hertfordshire, 21 January 1999. Gable, S. (2010) Communicating Effectively with Children ., Human Environmental Sciences Extension, University of Missouri-Columbia. Leaper, C. (1991) “Influence and Involvement in Childrens Discourse: Age, Gender, and Partner Effects”, Child Development, 1991, 62, 797-811 Goleman D (2006) Working with emotional intelligence. Bantam. New York. Katz, L.G. (1972) The Developmental Stages of Preschool Teachers, Elementary School Journal [73(1), 50-54] Lee , T.J. (2008) Actions speak loudly, Communication World , July-August 2008 LeFebvre, K.B. (2002)Nursing Society CONNECT September 2008 Loughran, J.J. (1996) through modeling. Routledge. Neuman, S. B., & Roskos, K. A. (1993) Language and literacy learning in the early years: An integrated approach, Harcourt Brace Jovanovich, Fort Worth, TX, Petrie, P. (1997) Communicating with adults and children; interpersonal skills for Eys and playwork, 2nd Edition, Arnold, GB Richmond, V.P. & McCroskey, J.C. (2005) Organizational communication for survival: making work,work. Retrieved June 11, 2011 from http://www.ilstu.edu/~llipper/com329/mccroskey_chapter.pdf Schön, D. A. (1983)The reflective practitioner: how professionals think in action. New York: Basic Books. Stroot, S., Keil, V., Stedman, P., Lohr, L., Faust, R., Schincariol-Randall, L., Sullivan, A., Czerniak, G., Kuchcinski, J., Orel, N., & Richter, M. (1998). Developmental States of Teachers. Peer assistance and review guidebook. Columbus, OH: Ohio Department of Education. Retrieved June 25, 2011 from http:// www.utoledo.edu/colleges/education/par/Stages.html Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Watkins, R. V., & Bunce, B. H. (1996). Promoting language and literacy skills in preschool classrooms. Invited presentation, Kansas Division for Early Childhood, Manhattan Read More