Communication in Early Childhood Education Essay

Effective communion creates a instruction environs where students mountain learn according to their individual call for in a safe and accommodating environment. Think about your early pincerhood information (or your electric s scramrs early preparation), was it flexible to adapt individual reading experiences or were baby birdren required to conform to the instructors methods of pedagogy? If you answered the latter, do you think the former would improve the choice of education?Pedagogues in all divisions of education should possess proficiency in antithetic levels of dialogue, whetherthey atomic number 18 tutoring primary or secondary students or university alumni, to be able to address a combination of the various age groups (colleagues, students, pargonnts or superiors). Educators pull up stakes face difficulties in providing a satisfactory level of education without the necessary skills to croak impellingly to these groups of people. Early childhood educato rs with effective communion skills demonstrate an top executive to adapt their teaching methods to suit the needs of their unfledged individual students, which benefits the patterned advanceion in child development.The instructors irresponsible mood determines the emotional climate of the class dwell,creating a healthy and safe puddlement environment for the children and allows instructors to communicate comfortably with children, parents and colleagues, at that placefore, resolving issues efficiently. Early childhood educators who communicate effectively with children and parents create a positive classroom atmosphere, where successful learning throw out have a bun in the oven place. teachers and parents must(prenominal) be able to communicate and fall in to word form a strong relationship for the best interests of the child.Do parents take everywhere an innate trust in teachers? (For them to leave their children in the teachers disturbance, in aboutcases, almos t a stranger) Whether or not this is accurate, teachers must build on this trust to create a gageive parent-teacher relationship. Each situation is various and teachers should be aware of their body language, and use of language, so when chating with parents their chat should be different when talking to parents than when they are chatting with friends.The first step is establishing a dialogue by approaching the parent first and making them see welcome and relaxed, as parents may be resistant in making first contact, due to, a bad experience with teachers themselves, as children or bad experiences in differentschools with other teachers (Miller, 2003 & Roffey, 2002 as cited by Porter, 2008). there are different strategies teachers keister use to maintain effective discourse with parents and build strong relationships once they have made communication. Keeping a parents trust is important in maintaining open lines of communication so they can discuss concerns relating to the child and solve issues promptly. Teachers can gain parents swearnce by al appearances respecting confidentiality and eliminateing rumors. If a parent finds out that, their childs teacher breached confidentiality or isa enduren gossip, parents will find it difficult to confide in them with an issue regarding their child, particularly if it is of a personal nature.Parents are excessively more likely to approach their childs teacher if they k at present they can discuss issues and reach a mutual agreement (Bender, 2005). Teacher-parent communication is all about show trust and comfort with each other. general communication betwixt these two parties creates less tension, when an issue arises, allowing a reconstructive discussion to take place and reaching an agreement sooner without hostility.Teachers can increase parent participation in the childs learning by updatingthem in upcoming activities and events, so they can be included in their childs education, stay informed in thei r childs successes and concerns, participate in special events, and contribute to their childs overall learning process. The activities and responsibilities of the school should not be bound to the school environment and cease once the child has reached home, therefore, teachers and parents should allow room for overlapping (Edwards, 2000). Keeping parents updated on their childs school progress allows parents to provide the necessary support and encouragement at home, giving them a better understanding of their childsdevelopment. At the same time, teachers should hold in information from parents regarding the childs progress at home, so teachers can help children accordingly at school. This back and forth communication between parents and teachers will provide students with a supportive network that benefits everyone concerned (Ramirez, 2006). It is as well as the responsibility of teachers to advice parents when their child is involved in an accident.Teachers should always take tiny notes of incidents, remembering to keep confidentiality (between parents), if more than one student was involved (Koza, 2007).If a parent became aware about an incident through their child, it may build the parent the impression that the teacher tried to conceal the incident. By memory parents constantly informed, reinforces the parent-teacher relationship, giving parents confidence in the teachers ability to care for their child.Teachers need to be flexible in their teaching, to meet each individuals needs. Teachers must demonstrate various teaching styles to harbour how each individual learnt-to-learn (Edwards, 2009), by applying the learning methods children are familiar with enables them to accomplish more and feel comfortable intheir new learning environment. The way children learned to do tasks at home is crucial to their learning when they reach early childhood education, since each child learned to follow instructions and complete tasks differently, it would be in sensitive to treat all children the same without taking into account their cultural differences and experience (Marotz, 2009).Educators teaching materialisation children must think the learning methods each individual is already accustomed to and design their teaching methods around the childrens experiences, and so, communication can beused effectively by incorporating different teaching strategies such as speaking, writing and opthalmic demonstrations. For example, a child who has learned to complete a task by reading instructions will perform more efficiently if they are able to read from the board or paper, instead of following vocal instructions from a teacher.Teachers should make the effort to understand each childs previous learning experience and background, so they can site the best teaching method required by each child. Teachers must adopt appropriate methods and language for teaching and should outline the schools (or teachers) code of persuade regardinglanguage, to parents, so they can enforce the same rules at home to avoid children bringing inappropriate language to school, causing disruptions in the learning of other children and disgruntling other parents.As teachers gain experience with children and parents of different cultures, religions and abilities, they develop their give communication skills so they can provide improved services to the children they teach in the future. A safe and positive classroom is an important environment for the learning and development of a child. As a classroom leader, the teacher must behave andcommunicate in a manner that creates a positive emotional climate in the classroom firstly, teachers must decide or reduce stress caused by work and personal issues, doing so outside of the classroom, so they can contract on the needs of the children when they are in the classroom.Secondly, by displaying self-confidence, a strong sense of self-worth and control over their emotions creates a classroom atmospher e where children are happy, comfortable and safe, as a result, children respond more positively to their teachers and classmates (Marotz, 2009). Ebbeck & Waniganayake (2003) stated that young children generally have asense of happiness and positiveness in them, but party depresses this and upsets the way children view the world and future, by creating fear in them (the media show violence, bad behavior, and superficial concerns).However, teachers can empower children by showing them how to take their place in society and create a better now and future (Ebbeck & Waniganayake, 2003) and give them a feeling of optimism in everything they try to accomplish. Teachers who build a trusting bond with their students are also better equipped, in understanding each individual, allowing children to open up and discuss personal problems with them. This enablesteachers to speak and listen to each individual easily and identify signs of possible abuse, bullying or other health and safety concer ns.In conclusion, effective communication is essential to all learning environments and without it, teachers will struggle to teach and students will face learning difficulties, resulting in a decline in the quality of education. In early childhood education, it is up to the teachers to ensure that each childs education environment is safe and comfortable for the child, by showing flexibility in teaching to meet individual requirements and showing care and understanding to assist children with concerns.A strong parent-teacher relationship creates a support network where information is exchanged and issues are solved, to allow the child to concentrate on his or her learning and development. Early childhood educators are there to guide and support children in all aspects of life. References Ebbeck, M. & Waniganayake, M. (2003). Early childhood professionals booster cable today and tomorrow. East Gardens, Australia Maclennan & Petty Pty Ltd Edwards, MC (2000) Center for effective pare nting is a collaborative project of The Jones center for families, 3. Retrieved from http//www. parenting-ed. org/handout3/Parental Involvement/Communicating with.Teacher Handout. pdf Edwards, S. (2009). Early childhood education and care. Castle Hill, Australia Pademelon conjure up Koza, W. (2007). Managing an effective early childhood classroom. Huntington Beach, USA Shell Educational Publishing. Marotz, L. R. (2009). Health, safety, and nutrition for the young child (8th ed. ). Australia Cengage Learning Porter, L. (2008). Teacher-parent collaboration Early childhood to adolescence. Camberwell, Australia ACER Press Ramirez, L (2006) Parent teacher The benefits of creating a supportive parent teacher relationship. Retrieved from http//www. parenting-child-development. com/parent-teacher. html.