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This may be our last time doing this, let's get started. 

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I am Asma Patel, this is my third year at this University. I also work within practice as a Teaching Assistant in a local state funded Primary School with multi-form entry (4 to be precise).

I work with reception children and I also have three of my own. I support SEN (Special Educational Needs) children in the classroom and I also have a SEN child at home.

Communication becomes a lot more important than it already is when you are working with SEN children.

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This will be a professional discussion where I will discuss different topics relating to Communication and Relationships within my setting.

Lets begin with a definition; what is communication? We all communicate everyday of our life and it is simply sharing information from one person to another. It can also be shared via a medium such as a mobile phone, email or satellite (Merriam Webster, 2023). Communication is important and applies to everyone, even newborn babies communicate through crying, the blind use braille and the deaf use sign language. Communication is a key part of everyday life.

I will also look at the importance of maintaining and sustaining relationships. This is key when working with young children as it is vital in the care provided. Relationships are also formed with parents/carers and other practitioners. Keep these relationships in the boundaries of professionalism is key or there could be implications.

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There are four main types of communication that we use on a regular basis. These are:

Verbal - speaking to communicate.

Non-verbal - using body language to communicate.

Visual - using images to communicate.

Written - writing to communicate using text.

(Personio, 2024)

For communication to be effective the message must be sent and received clearly. Mass communication is an additional type of communication which shares information with a large audience. Television, social media, books are examples of mass communication (Volle, 2023).

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Westley & MacLean Model of Communication

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Westley & MacLean Model of Communication

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This model of communication analyses the communication between the source and receiver, indicated as A and B. Additionally, the mass media is indicated with the letter C. This allows the model to be viewed from 2 perspectives. These are Interpersonal and Mass Communication. The key difference between the 2 perspectives is the feedback. With the later communication, feedback is slow and indirect (Janse, 2023).

This model states communication does not start as soon as someone speaks, but rather when a person responds, or is looking for a reaction from the environment (Janse, 2023). Therefore, the model reflects strong relationship between environmental factors, communication process and feedback.

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Diagram depicting the Westley and MacLean Model

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Diagram depicting the Westley and MacLean Model

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The diagram shows the model acknowledges the role of feedback in communication. The diagram also shows communication starts with environmental factors that influence the sender (Drew, 2019)

X represents the environmental factors. These include sensory experiences and stimulus in the environment which motivates the sender (A) to send the message. The feedback loops (F) are seen as important for influencing how messages are sent (Drew, 2019).

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During morning circle time, we discuss the plan for the day, share any news with the children and participate in a group activity. The teacher (A) introduced a new topic of "summer and keeping hydrated". The driver behind this (X) is the influence from the environment where the weather is much warmer. The wider audience is considered the classroom environment (C) which includes some children with existing knowledge and experience on keeping hydrated in the summer. The child (B) individually receives the information and reacts accordingly.

The feedback (F) is the reaction from the children, some ask questions and some provide feedback on the idea of drinking more water during the summer. One child asks if they can have juice instead, another child suggest ice cubes in their water to keep it cool. The teacher integrates the feedback to make the session more interactive and engaging.

This example shows the dynamic interaction produced by this communication method. Feedback is continuous between the teacher and the children. This allows the teacher to adjust the communication such as reiterating that water is the healthiest option.

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It is widely known that there are seven key principles of effective communication. For successful communication to take place, the message must be clear, accurate, complete and precise (McKenzie, 2021).

Additionally, the communication process should also consider the receiver's perspective, encouraging feedback and be delivered through the most appropriate channel.

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Environmental:

Considering practice includes working with several children in a noisy classroom, background noise from other activities can disrupt communication. Furthermore, a poor classroom layout can hinder visibility. Also having outdated technology which is slow in relaying information or unclear can also reduce efficiency.

Semantic:

My setting is diverse and has children from a few diverse backgrounds. Difference in language and understanding of vocabulary often leads to misunderstandings. This can also be the case when speaking to parents/carers. From an unfamiliar perspective, sometimes adults can use advanced language which the children find difficult to understand.

Cultural:

Diverse cultures have variations in communication styles and expectations. This also includes non-verbal misinterpretations from gestures or expressions which have different meanings in diverse cultures (Barriers to Communication, 2024).

To overcome these barriers to communication, we try to use clear and simple language with children and also in some cases with parents where English is not their first language. For some children that find it difficult to understand verbal communication, we have visual aids (PEC cards) and use gestures (Makaton Sign Language). The practice also works effortlessly to ensure there is an inclusive environment for all children and their family members as well as taking on board regular feedback.

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John R Anderson (1972) developed the ACT-R (Adaptive Control of Thought-Rational) Theory. The theory focuses on how human cognition works in practice. The theory suggests cognition is made up of modules which work together to process information, allowing problem-solving and learning (Young, 2022).

Although this theory focuses on how children interpret and process information to acquire knowledge, the theory can also guide on how we communicate to get these results. In particular, the communication we apply within practice with young children to support their cognitive development.

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Breaking down learning into three stages as shown in the example below has helped most children within my setting learn added information and develop new skills.

Scenario: This is the message aiming to be delivered. In a reception classroom this can be teaching children their tricky words during a phonics session.

Approach: Anderson breaks down information into manageable chunks and believes using repetition can improve understanding. The tricky words are divided into singular sounds and repeated through music and singing to help the children understand.

Application: The teacher makes use of the interactive board as a visual aid where a video is played alongside the children's learning of the tricky word. The children also stand and dance along to the music creating a firsthand experience. Regular practice along with breaking down each stage into step-by step instructions has ensured the children understand their tricky words.

By applying Anderson's theory, it has helped improve communication and learning success in the classroom. The teaching delivered in smaller chunks which has been more effective, creating a better learning environment for the children.

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Irving Janis (1982) a Yale University Research Psychologist created the Groupthink model to highlight the potential downside that groups face where conformity pressure can lead to defective decision-making (Rose, 2011).

Simply put Groupthink can lead to bad decisions, because of the analyses that led to the decision being incomplete. Bad decisions then lead to safeguarding risks, potential mishaps and failed objectives (Wilcutt, 2014). This theory warns against pressure from a group when deciding.

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Janis's Groupthink theory shows that group decision making can sometimes lead to poor outcomes. This is normally due to the desire for harmony or conformity, resulting in irrational decision-making.

In my practice, staff members regularly have staff meetings to discuss a range of factors impacting the setting.

Scenario: The school year 6 children have their SAT exams and meetings are held to decide upon how the exams will take place, who would stand as invigilators and how methods would be put in place to ensure the children participating in the exams are not disturbed by other children or external factors.

Groupthink symptom: Everyone agrees all Teaching Assistants to stand as invigilators during the exams.

Impact: The support required by the teachers during these periods and in particular the support required by the children was overlooked. The school is a multi-entry school and within reception there are four classrooms. Some children are SEN (Special Educational Needs) and the teacher alone would struggle to manage the full class without support from their Teaching Assistants.

Avoiding Groupthink: To combat this, Teaching Assistants and Teachers had to speak up and request that not all staff members are taken away for invigilation. Support from other parts of the school was suggested.

The outcome of avoiding Groupthink ensured diverse perspectives were considered, ensuring the teachers and children had adequate support during busy periods in the school.

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Listening is an important part of communication. Often the sender is too focused on delivering messages, failing to listen to others. Poor communication can occur in practice when there is a detachment between the person sending the message and the person receiving the message. This can have a negative impact on the quality of care provided to children and the operation of the school.

Roger's Person-Centered Theory described three principles of effective listening. These are Empathy, Genuineness and Unconditional Positive Regard. Active listening should support these principles. The listener shows empathy by listening and reflecting the thought and feelings of the speaker (O'Bryan, 2022).

SIER (Sensing, Interpreting, Evaluating and Responding) is another active listening theory. The elements of the theory are grouped into a hierarchy model with sensing at the bottom and responding at the top (The World of Work Project, 2019). These four stages are necessary for effective listening.

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It is important for the practice and its practitioners to maintain a healthy relationship with parents/carers. In 2009 and 2010 OFSTED inspectors visited 47 schools to evaluate how effectively the partnership between parents and schools had developed. 80% of schools were graded either Good or Outstanding in this area (OFSTED, 2011).

Birth to 5 Matters (2021) highlight parents make a crucial difference in children's outcomes, parents are children's first and most enduring educators and each unique family must be welcomed and listened to.

The guidance also considers the level of engagement to make the most of relating to parents and that practitioners have a responsibility to work with all families (Birth to 5 Matters, 2021).

It is important for the early years sector to maintain healthy relationships with parents. By adhering to the principles of effective communication, practitioners can ensure messages between the school and parents/carers are clear, accurate and precise. This allows for the development of a strong partnership with parents/carers and a supportive community for the children. Children also benefit from this strong relationship as it improves the overall educational experience.

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Vygotsky's Sociocultural Theory emphasised the importance of social interactions and cultural context in learning and development (Mcleod, 2024).

As a early years practitioner working in a diverse multi-form entry primary school the importance of social interactions, collaboration and working alongside others is fundamental. Working together ensures all staff members are supported and that the various needs of the children and their diverse families are met effectively.

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Professionals from different agencies collaborate to achieve a joint mission. The agencies share tasks, responsibilities and goals to support children and families (Abhay, 2023). A key supporting aim for multi-agency working is the safeguarding of children.

MASH is a prime example of multi-agency working. They bring professionals together to ensure early, better-quality information sharing and decision making to safeguard vulnerable children (Hart, 2023).

Communication is the backbone of effective multi-agency working. Clear and accurate communication ensures information is shared accurately and promptly to ensure actions are taken to safeguard vulnerable children.

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Lord Lamming's report following the death of Victoria Climbié found multiple communication failings among agencies responsible for her welfare.

There was poor information sharing between social services, healthcare professionals and the police. Due to the lack of communication, warning signs went unnoticed and opportunities for intervention were missed (Laming, 2003).

There was also a failure to coordinate actions and responsibilities among different agencies. Agencies worked individually leading to incomplete responses to Victoria's situation (Laming, 2003).

Documentation was also inadequate and failures to act on concerns were highlighted in the report (Laming, 2003). These factors contributed to the tragic death of Victoria Climbié and highlighted the need to improve multi-agency working to prevent similar occurrences in the future.

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Building relationships with parents/carers of young children is crucial, however it is also particularly important to keep a professional boundary.

Dr Yang (2024) suggests not sharing too much information about personal life and keeping parents informed only on educational topics or key features of their child's growth and development.

Boundaries are in place to safeguard practitioners. Practitioners need to avoid situations which can compromise their integrity or lead to accusations of misconduct. Boundaries also help maintain consistent standards of quality and professionalism across the entire school.

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With the completion of a communication skills assessment quiz, I was able to get an insight into communication style and areas of improvement.

The results show I like to take my time to relate, I am a good listener and I feel most comfortable in conversations where I believe I have made a meaningful impact.

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A SWOT analysis is a planning tool which helps identify the Strengths, Weaknesses, Opportunities and Threats involved in a task, project or organisation (Haan, 2023). It can also be used to self-reflect upon your own self for self-development.

Strengths

Effective communication skills allowing me to engage effectively with children, parents and colleagues.

Empathetic with children and families allowing me to have meaningful interactions and provide support.

I know my professional boundary. This ensures I do not put myself at any risk.

I am a collaborator; I work with others and provide my full support when required.

I put in extra effort to ensure the needs of children and families are met.

Weaknesses

I work with SEN children in the classroom and I also return home to SEN child. This can sometimes be overwhelming. The key is to take a step back and relax.

I have limited experience in other areas of child development outside of the school such as social services. These areas are something I would like to explore.

Opportunities

Opportunities to further develop in my communication and relationship skills can help my professional growth.

Courses are available online but also frequent training on several topics is provided within my setting.

Threats

Despite my efforts to ensure boundaries are kept there is still a risk of miscommunication or issues stemming from poor practice.

Also, external pressures such as funding cuts or societal changes can impact an early year setting. This can reduce the resources to communicate and build effective relationships.

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The quote above beautifully captures the essence of effective communication and relationship building. By putting how others feel first, helps contribute towards a more supportive and effective early years environment.

My recommendations are:

Promote a culture where feedback is welcomed. There is always room for improvement and constructive criticism helps one improve. Positive feedback also motivates one to continue doing good.

Invest more money into the sector for relationship building training and activities. Also provide frequent training on communication and how professional boundaries.

Provide regular updates on the communication channels available. If there is a lack of them then create new channels for effective communication.

Provide more positive reinforcements.

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Birth to 5 Matters (2021). Parents as partners – Birth To 5 Matters. [online] birth to 5 matters . Available at: https://birthto5matters.org.uk/parents-as-partners/.

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