What Are The Different Forms Of Communication With Children

Using different forms of communication

When communicating with children we should not make assumptions that we have been understood, instead we should explain ourselves fully. We should be careful about the words we choose, the language we use and the language that is age and ability appropriate. When communicating with young people as their language develops we can make more assumptions we should still make our language appropriate to the audience but the words we choose will change. Young people find it easier to read body language than children.

You can use different forms of communication to convey your messages to the children and young people. These fall into two categories Verbal communication and non-verbal communication such as body language and gesturing.

Body language is the way we consciously or unconsciously communicate with our bodies

this might include:
• facial expressions
• Position of arms and hands – folded, clenched fists or waving our hands or pointing
• Eye contact or lack of it
• Body posture

Gesturing according to the Oxford dictionary are the movements we make with of part of the body, especially our hands or the head, to express an idea or meaning.

Verbal communication, using our voices to communicate can be an effect tool as we can adapt and vary our voice and the vocabulary we use to suit the people we are talking too.

You can also use different modes of communication to meet the needs of pupils with special educational needs. You would need to undertake further training in sign language and

Augmentative communication this term refers to the methods used to enhancement or replace speech for those with speech and language impairments.

Stop and think! Take five minutes to think about the augmentative methods of communication. Use the internet to help you.

You might have considered the following:

• Sign language including Makaton

• PECS Picture exchange systems

• Electronic voice box

• Electronic and computer generated speech tools

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Case Study:

Ranjit

Ranjit aged 8, came into the afterschool club after she had finished her work in the classroom. Annette, her keyworker was looking out the window with her arms crossed. Ranjit said ‘Hi, Annette.’ Annette continued to look out the window and replied ‘Hi Ranjit – did you have a good day?’ Ranjit was going to tell her about their dragon project and show Annette the mask she had made. She smiled when Annette turned around. Without looking up Annette busied herself by placing the paper and crayons out on the drawing table ready for the children to use. Ranjit hung up her coat ready to play with her friends.

Now answer the questions

1) What did you think about Annette’ body language when Ranjit came into the room?

2) Why did Ranjit decide not to show Annette her mask?

3) Can you think of ways that Annette could have shown more positive body language?

4) What skills are needed to communicate with children and young people

Reflecting on Ranjit:

Annette was not engaged with Ranjit, instead Annette was disinterested in Ranjit and not showing respect towards her through her body language. Ranjit realised Annette was not bothered about the mask or had little time for her. She could have made a big deal about the mask. She should have made eye contact engaged in discussion, asked Ranjit how she made the mask discussed the design and materials used. Eye contact, discussion and engagement. Be at the child’s level when communicating and use age and ability suitable language.