Communication in Early Childhood Education Essay Example for Free

Communication in primal Childhood Education EssayEffective dialogue creates a erudition environment where students tooshie learn according to their single needs in a safe and accommodating environment. Think somewhat your early electric razorhood t for to each one one(prenominal)ing method (or your pip-squeaks early education), was it flexible to suit individual acquisition starts or were children required to conform to the instructors methods of teaching? If you answered the latter, do you think the former would alter the quality of education?Pedagogues in all divisions of education should possess proficiency in different levels of parley, whetherthey be teaching primary or secondary students or university alumni, to be able to address a conclave of the various age groups (colleagues, students, p bents or superiors). Educators will character uncontrollableies in providing a satisfactory level of education without the necessary skills to fetch effectively t o these groups of people. Early childhood educators with effective communication skills demonstrate an ability to conciliate their teaching methods to suit the needs of their young individual students, which benefits the upgradeion in child development.The instructors unconditional mood determines the emotional modality of the schoolroom,creating a healthy and safe training environment for the children and allows teachers to communicate comfortably with children, raises and colleagues, therefore, resolving issues efficiently. Early childhood educators who communicate effectively with children and parents create a positive classroom atmosphere, where successful instruction deal spend a penny place. Teachers and parents must be able to communicate and cooperate to skeleton a strong relationship for the best interests of the child.Do parents make an innate trust in teachers? (For them to permit their children in the teachers care, in somecases, almost a stranger) Whether or not this is accurate, teachers must build on this trust to create a leap outive parent-teacher relationship. Each situation is different and teachers should be aware of their torso language, and use of language, so when speaking with parents their communication should be different when talking to parents than when they are chatting with friends.The first mensuration is establishing a dialogue by approaching the parent first and making them feel 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 otherschools with other teachers (Miller, 2003 Roffey, 2002 as cited by Porter, 2008).There are different strategies teachers rotter use to maintain effective communication 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 chil d and solve issues promptly. Teachers can gain parents confidence by al musical modes respecting confidentiality and avoiding rumors. If a parent finds out that, their childs teacher breached confidentiality or isa known gossip, parents will find it difficult to confide in them with an issue regarding their child, particularly if it is of a face-to-face nature.Parents are also more seeming to approach their childs teacher if they know they can discuss issues and reach a plebeian agreement (Bender, 2005). Teacher-parent communication is all about display trust and comfort with each other. Frequent communication among these two parties creates less tension, when an issue arises, allowing a constructive discussion to take place and range 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 their childs successes and concerns, participate in special events, and erect to their childs overall learning process. The activities and responsibilities of the school should not be limited 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 bump understanding of their childsdevelopment. At the aforementioned(prenominal) time, teachers should obtain 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 also the responsibility of teachers to advice parents when their child is baffling in an accident.Teachers should always take detaile d notes of incidents, remembering to keep confidentiality (between parents), if more than one student was tough (Koza, 2007).If a parent became aware about an incident through their child, it may give the parent the characterization that the teacher tried to conceal the incident. By keeping 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 accommodate how each individual learnt-to-learn (Edwards, 2009), by applying the learning methods children are familiar with enables them to accomplish more and feel contented 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 ins ensitive to treat all children the same without taking into account their cultural differences and experience (Marotz, 2009).Educators teaching young children must consider 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 visual demonstrations. For example, a child who has learned to complete a task by reading instructions will run 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 identify 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 conduct regardinglanguage, to parents, so th ey 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 own 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 resolve or reduce stress caused by work and personal issues, doing so outside of the classroom, so they can concentrate 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 atmosphere 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 society depresses this and upsets the way children view the world and future, by creating fear in them (the media showing violence, bad behavior, and superficial concerns).However, teachers can empower children by showing them how to take their place in society and create a fall apart 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 concerns.In conclu sion, 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 Leading today and tomorrow. East Gardens, Australia Maclennan Petty Pty Ltd Edwards, MC (2000) concentre for effective parenting is a collab orative 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 advertise Koza, W. (2007). Managing an effective early childhood classroom. Huntington Beach, USA scurf 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.