1. Unit 2.1 An introduction to the role of the early years practitioner

2. Learning Outcomes
LO2 Be able to communicate to meet individuals’ needs and preferences. AC 2.1 Identify reasons why people communicate. AC 2.2 Explain how communication affects all aspects of own practice. AC 2.3 Use communication methods that meet individuals’ communication needs and preferences.

3. 2. Be able to communicate to meet individuals’ needs and preferences (2.1)
Time: 15 mins
Draw a simple picture, but make sure your partner cannot see it.
Sit so that you are back-to-back and cannot see each other’s pictures.
Take it in turns to describe your picture to your partner.
When your partner is describing their picture, you must try to draw it on a blank piece of paper.
When you have both described your picture, turn round and compare the originals with your attempt.
What stopped you from making an exact copy of your partner’s picture?
What was difficult about this task?

4. 2. Be able to communicate to meet individuals’ needs and preferences (2.1)
Why we communicate
To share news
To ask questions
To answer questions
To be friendly
To help others
To help ourselves
To learn

5. 2. Be able to communicate to meet individuals’ needs and preferences (2.1)
Time: 15 mins
Look at the diagram ‘Why we communicate’ on slide 4 and discuss the following:
Explain three of the examples shown
Discuss which one you feel is the most important and explain why
Identify which one you would find the most difficult and explain why
Can you add any other reasons as to why we communicate?
Learners could be given copies of slide 4, or the examples can be written on the board.
Learners should be encouraged to explore the range of reasons for communicating.

6. 2. Be able to communicate to meet individuals’ needs and preferences (2.2)
Communicating with others
Communication affects all aspects of practice, and practitioners will need to be able to communicate with a range of different people. These will include:
Parent/s carers
Children
Colleagues and other professionals.

7. 2. Be able to communicate to meet individuals’ needs and preferences (2.2)
Time: 15 mins
Reflect on your own communication skills.
Consider:
Are you happy to talk to people you do not know very well, or does this make you nervous?
Can you remember information accurately and pass it on to other people?
Can you change the tone of your voice when talking to children?
Are you happy to ask questions if you are unsure about something?
Why are these important skills?
Learners should examine their own confidence levels when communicating with others.
Learners should be reassured that if they are nervous talking to others then this is not a problem, but it is useful to be aware of this.

8. Communicating with others
2. Be able to communicate to meet individuals’ needs and preferences (2.1, 2.2)
Communicating with others
Practitioners will need to communicate regularly with parents/carers.
This will range from saying hello in the morning, to telling parents/carers something that has happened to their child in the setting.
Communication with parents/carers is very important, as it supports working in partnership.

9. Communicating with others
2. Be able to communicate to meet individuals’ needs and preferences (2.1, 2.2)
Communicating with others
Children and practitioners are constantly communicating throughout the day.
Communication is a two-way process, and practitioners may need to adapt their communication methods so that all children can understand what is being said or asked.
Adapting the way we communicate with children will support the individual needs of the child.

10. Communicating with others
2. Be able to communicate to meet individuals’ needs and preferences (2.1, 2.2)
Communicating with others
Practitioners will need to communicate with colleagues and other professionals.
Practitioners will communicate with their colleagues in the setting on a daily basis.
From time to time, practitioners may need to communicate with professionals outside the setting.

11. Identify why practitioners need to communicate with: Parents/carers
2. Be able to communicate to meet individuals’ needs and preferences (2.1, 2.2)
Time: 15 mins
Identify why practitioners need to communicate with:
Parents/carers
Children
Colleagues and other professionals.
For each example, include when and how this communication may take place.
Examples to include:
Parents/carers – greeting, sharing news, round-up of the day
Children – greeting, Q&A, during activities, story time, giving instructions
Colleagues – team meetings, sharing information, Q&A, queries or concerns
Other professionals – meetings, reviews, advice and guidance.

12. Communicating with others
2. Be able to communicate to meet individuals’ needs and preferences (2.1, 2.2)
Communicating with others
It is important that practitioners have good communication skills.
Communicating with others is a vital way of information sharing and it helps build relationships.
If practitioners did not communicate with others, then they would not be able to do their job effectively.

13. 2. Be able to communicate to meet individuals’ needs and preferences (2.1, 2.2)
Time: 15 mins
How good is communication in your setting?
Consider:
How does important information get shared among the team, for example if a child is being collected by someone new?
How do telephone messages get passed on?
How do practitioners respond to children’s questions?
Is there time for practitioners to talk to parents/carers at the end of the day?
Why is it important to consider how a setting communicates with others?
Learners should discuss their own experiences and then compare good practice and possible areas for improvement.

14. Methods of communication
2. Be able to communicate to meet individuals’ needs and preferences (2.3)
Methods of communication
It is important that appropriate methods of communication are used to meet individual needs and preferences of all children and adults.
Practitioners may need to adapt how they communicate with others.
There are a range of communication methods, and practitioners need to consider what they are saying, who they are saying it to, and why they are saying it in order to select the most suitable method.

15. 2. Be able to communicate to meet individuals’ needs and preferences (2.3)
Time: 15 mins
Some people may need to communicate in different ways. Research two different methods of communication to support those with individual needs.
This may include:
People with a hearing impairment
People with a visual impairment
Young children who have difficulty communicating
People who do not have English as a first language.
Examples could include:
BSL, sign language, lip reading, communication support workers, Braille, talking books, Makaton, PECS, dual text information, interpreters.

16. 2. Be able to communicate to meet individuals’ needs and preferences (2.3)
Time: 15 mins
Using your notes from the Independent research activity, identify a range of communication methods and describe when they would be used.
Consider:
Written communication
Spoken communication
Signs and symbols.
Learners should share their IRA and identify when these methods may be used and by whom, i.e. a parent/carer with a slight hearing impairment may rely on lip reading, so practitioners would need to be aware of this when talking to the parent/carer.

17. Be able to communicate to meet individuals’ needs and preferences (2
Time: 15 mins
You have been asked to share an idea with the team. How would you prepare yourself to communicate your idea effectively?
Consider:
What you want to tell them – it could be a new activity idea, or maybe feedback from a trip
How, when and where you are going to tell them – it could be during a team meeting, or 1–1 with individual colleagues
How you will deal with any questions.
Learners should consider how to share information with a team of colleagues and identify the best way to do this.
Will they do it on an individual basis or do they feel that talking to the whole team would be better?
How would they adapt their communication methods accordingly?

18. Summary
Effective communication is essential for an early years practitioner.
There are a range of communication methods to suit individual needs and preferences.
Practitioners need to be able to communicate with parents/carers, children, colleagues and other professionals on a daily basis.

19. Plenary List three reasons for communicating with others.
Name two different methods of communication.
How would you tell a parent/carer about:
A trip
An accident
An activity that their child did really well in.