Communication Skills In Kids
"It's clear, we're not understanding anymore, do you understand?"
In a strict meaning, the communication skills are those skills you need in order to use the talked or written language through signs or other ways in order to interact with others. Communication disorders are problems which are referring to developing communication skills.
Describing the communication skills.
The language uses key words, gestures or sounds in order to represent objects or ideas. At the beginning, the children gain the ability to receive communication, meaning the ability to listen and understand what they are hearing. In a next stage they will start experiencing and to express themselves through words or gestures. Talking will begin through repetitive syllables followed then by phrases and sentences. Later, the children will gain skills over the written part of the communication.
There are very wide limits referring to the beginning of the communications on kids, that is why the parents should pay attention to the deviation from average.
The problems related to the talking language is referring to more aspects, including a late acquisition of an own language or a particular type of disability in the talked language. Generally you can make a distinction between a slow gaining of the talked language and language disorders.
Language disorders include to stammer, replacing a sound with another, forgetting a sound or distorting a sound. Also it can be talked about the voice disorders (which can refer to the tone, volume or quality of the voice).
The causes may be related with the hearing, muscular affections, viral affections, mental retardation, drog abuse or palace affections.
One of the base things a child will learn in his first years of life and which will use forever is developing a language and communication skills. Far from what a child is learning in the first months of life, imitating everyone around, he needs different incentives in order to understand and react better through communication.
At the kindergarten, the children are not only learning objects and actions name, but also conversation ways, how to wait their turn in speaking, a few about the sentence structure, about expressions and humor.
For developing these skills, it is important that the little ones to take part, besides the games with other children, to some one on one communication. That is why, it is great that the kindergarten has smaller groups, so that the teacher will have the possibility to handle all of them.
Talk to your child about what he did at the kindergarten to encourage the language and conversation.
The child will discover the joy in reliving experiences from the previous days through their simple stories. Help him remind the games and the beautiful things he is learning every day and you will see that the benefits aren't only coming on the communication part, the child will have an easier way to memorize things as long as he repeats them.
You must be careful to the addressing mode also. Certainly the child will prefer not to be asked straight: "What did you do today at the kindergarten?". Make it all come from itself: start from the things he did at the kindergarten (for example, a drawing he brings home), start asking him questions about the way he drawn, which pencils did he use, which drawings of his colleagues did he love most etc.
If the teacher gave him songs or poems written on papers, try to repeat them together. In this way, all you are doing is helping him in developing the language and the communication skills.
In a strict meaning, the communication skills are those skills you need in order to use the talked or written language through signs or other ways in order to interact with others. Communication disorders are problems which are referring to developing communication skills.
Describing the communication skills.
The language uses key words, gestures or sounds in order to represent objects or ideas. At the beginning, the children gain the ability to receive communication, meaning the ability to listen and understand what they are hearing. In a next stage they will start experiencing and to express themselves through words or gestures. Talking will begin through repetitive syllables followed then by phrases and sentences. Later, the children will gain skills over the written part of the communication.
There are very wide limits referring to the beginning of the communications on kids, that is why the parents should pay attention to the deviation from average.
The problems related to the talking language is referring to more aspects, including a late acquisition of an own language or a particular type of disability in the talked language. Generally you can make a distinction between a slow gaining of the talked language and language disorders.
Language disorders include to stammer, replacing a sound with another, forgetting a sound or distorting a sound. Also it can be talked about the voice disorders (which can refer to the tone, volume or quality of the voice).
The causes may be related with the hearing, muscular affections, viral affections, mental retardation, drog abuse or palace affections.
One of the base things a child will learn in his first years of life and which will use forever is developing a language and communication skills. Far from what a child is learning in the first months of life, imitating everyone around, he needs different incentives in order to understand and react better through communication.
At the kindergarten, the children are not only learning objects and actions name, but also conversation ways, how to wait their turn in speaking, a few about the sentence structure, about expressions and humor.
For developing these skills, it is important that the little ones to take part, besides the games with other children, to some one on one communication. That is why, it is great that the kindergarten has smaller groups, so that the teacher will have the possibility to handle all of them.
Talk to your child about what he did at the kindergarten to encourage the language and conversation.
The child will discover the joy in reliving experiences from the previous days through their simple stories. Help him remind the games and the beautiful things he is learning every day and you will see that the benefits aren't only coming on the communication part, the child will have an easier way to memorize things as long as he repeats them.
You must be careful to the addressing mode also. Certainly the child will prefer not to be asked straight: "What did you do today at the kindergarten?". Make it all come from itself: start from the things he did at the kindergarten (for example, a drawing he brings home), start asking him questions about the way he drawn, which pencils did he use, which drawings of his colleagues did he love most etc.
If the teacher gave him songs or poems written on papers, try to repeat them together. In this way, all you are doing is helping him in developing the language and the communication skills.
Published by communicationtype, on Mar 27 2010, in the categories: In education
Improve Communication Skills For Kids
Here are 10 tips to improve the communication with your child.
Most people read and study more for an exam like to take the driving license, than they do for becoming a parent. Reading and finding out more about the subject of “communication with your child”, will may help you become a better parent for your child. A well informed parent is more prepared to offer his child’s start to succeed in life. Communication between people is a very important subject, so children can benefit greatly if their parents are communicative. Expressing the feelings is essential in relationships, especially in the parent-child relationship. If you do not have children yet, these 10 tips can help you if you live near them.
Most people read and study more for an exam like to take the driving license, than they do for becoming a parent. Reading and finding out more about the subject of “communication with your child”, will may help you become a better parent for your child. A well informed parent is more prepared to offer his child’s start to succeed in life. Communication between people is a very important subject, so children can benefit greatly if their parents are communicative. Expressing the feelings is essential in relationships, especially in the parent-child relationship. If you do not have children yet, these 10 tips can help you if you live near them.
- Encourage your child to tell you everything he has on his soul and everything he has on his mind. You will succeed if the discussion start is one of his favorite domains: favorite food, toys, movies, cartoons, video games, sport, etc.
- Be reasonable with your child. Parents often make the mistake of educating their children when they express their feelings. For example, the child says “I hate my nose” and the father responds “But you have a perfect nose”, in this way, the child is left alone with his problem, which it might become worse over time.
- Teach your child to be patient and to not interrupt your conversation. A simple technique is to teach your child to touch your hand or your shoulder when they have something to say and wait until you finish the conversation started with another person. Usually the children who interrupt their parents during a discussion, lose the chance to learn about self-control and they will become spoiled because they are used to be answered immediately and therefore they will find it very natural to interrupt anyone, anytime.
- When you have a conversation with your child, get to their level of height because in this way, the conversation will be more fluent because it is an equal level between you two (a higher one may lead to resistance sometimes).
- Play with your child whenever you have the opportunity. For example, hide a penny in your hand and ask him to guess in which hand is hidden. These games may seem insignificant, but in communicating with your child, even the small details matters.
- Play with your child’s toys too because play is the children’s language. If you do this, you will create a strong bond and he will begin to trust you.
- Invent or read small stories to your child. This will help your child to establish a strong link for learning life’s lessons.
- Keep the promises you make to your child. Children are often fooled by some promises which are not true. Ironically, adults treat the promises made to children more lightly than the promises they made to other persons.
- “Sacrifice” your time to interact with your children and focus 100% on them – most parents do not bother to interact with children and this can lead to serious consequences in the future.
- Develop your child’s imagination by asking questions like : “How do you think we could make the dog’s cage?” rather than to give them immediately the correct answer. Through these questions, the child has the opportunity to find solution and this will help him very much in the future.
Published by communicationtype, on Mar 26 2010, in the categories: In education, types of communication
Tips To Improve Communication Skills In English
Here are some tips for an effective parent-child communication.
Be available for your child
- be aware of moments when your child is willing to talk – before dinner, when he goes to bed, in the car, just be available
- open discussion, so your child will realize that you care about what is happening with him
- find time, at least once per week, to spend some of your time just with your child doing something what he likes
- observe your child’s interests and document about them so you will have common topics of discussion – his favorite music or the activities which pleases him
- you should initiate the discussions and explain the things you though about rather than to ask him questions
Let your child know that you really hear
- when your child is telling you about his activities, stop any other activity and listen to him
- show interest in what he is telling you without being intrusive
- listen to his point of view even if it is very different then yours
- let him finish what he has to say before you answer
- repeat what you heard from him just to make sure that you understood correctly his point of view
Answer him in a way that he will hear
- your child will get away from you if you become angry or defensive
- state your opinion without rejecting his opinion, admitting that it’s okay to disagree
- resist the temptation to create disputes about what is the right thing to do. Instead, tell him “I know you disagree with me but this is what I think”
- during the conversation, focus on your child feelings rather than to focus on what you feel
Remember
- ask your child about his expectations from the conversation you both have – he wants an advice, he wants just to be heard, he wants help to understand his own feelings or maybe he wants to solve a problem
- children learn by imitation; most of the times he will mimic the way you solve a problem or he will face the emotions.
- Talk to you child – do not preach, criticize or do not say things that might hurt him
- Children learn from their own mistakes; as long as the consequences of their acts are not dangerous, it is better not to get mixed
- It is possible that your child to tell you just a small part of what is going on, what he has on his mind. Listen carefully what he says, encourage him to speak and this way maybe he will tell you the whole story
To listen and to discuss is the key to a strong and healthy connection between parents and child. It is very hard to be a parent and to maintain a good relationship with your child when he is at the adolescence age, is quite a challenge... especially when parents are confronted with other problems.
Be available for your child
- be aware of moments when your child is willing to talk – before dinner, when he goes to bed, in the car, just be available
- open discussion, so your child will realize that you care about what is happening with him
- find time, at least once per week, to spend some of your time just with your child doing something what he likes
- observe your child’s interests and document about them so you will have common topics of discussion – his favorite music or the activities which pleases him
- you should initiate the discussions and explain the things you though about rather than to ask him questions
Let your child know that you really hear
- when your child is telling you about his activities, stop any other activity and listen to him
- show interest in what he is telling you without being intrusive
- listen to his point of view even if it is very different then yours
- let him finish what he has to say before you answer
- repeat what you heard from him just to make sure that you understood correctly his point of view
Answer him in a way that he will hear
- your child will get away from you if you become angry or defensive
- state your opinion without rejecting his opinion, admitting that it’s okay to disagree
- resist the temptation to create disputes about what is the right thing to do. Instead, tell him “I know you disagree with me but this is what I think”
- during the conversation, focus on your child feelings rather than to focus on what you feel
Remember
- ask your child about his expectations from the conversation you both have – he wants an advice, he wants just to be heard, he wants help to understand his own feelings or maybe he wants to solve a problem
- children learn by imitation; most of the times he will mimic the way you solve a problem or he will face the emotions.
- Talk to you child – do not preach, criticize or do not say things that might hurt him
- Children learn from their own mistakes; as long as the consequences of their acts are not dangerous, it is better not to get mixed
- It is possible that your child to tell you just a small part of what is going on, what he has on his mind. Listen carefully what he says, encourage him to speak and this way maybe he will tell you the whole story
To listen and to discuss is the key to a strong and healthy connection between parents and child. It is very hard to be a parent and to maintain a good relationship with your child when he is at the adolescence age, is quite a challenge... especially when parents are confronted with other problems.
Published by communicationtype, on Mar 24 2010, in the categories: In education, types of communication
Effective Communication Skills For Teachers
Communication between teacher and student
Between teacher and student can occur spontaneously some feelings of attraction or rejection, of sympathy or antipathy, acceptance or refusal, etc. The teacher looks for the entire class just as an information transmitter, concerned more over the reception of the transmitted messages and less than affective or emotional dimension of the life or the activities of the class. This condition, along with the feelings of rejection, dislike or refusal, sometimes manifested to some students, it is leading to bad pedagogical relations with negative implications on learning outcomes and overall school education.
A special emphasis should be placed on the development of moral and psychosocial competence. Moral competence is provided by elements that confer proper function of the teacher’s moral conduct: to know the values and moral norms of society, self-control ability on attitudes and its behavior in any situation, availability of skills and moral habits in accordance with the requirements of the social morality and the teaching ethics requirements, his set up as a spiritual and moral model.
Psychosocial competence involves the teacher ability to take a different role; the possibility to influence easily the people and the student groups, to have the ability to establish relationships with the people around him, sociability, the ability to use the power correctly and also the authority, the possibility to adopt fast different behavior types, etc.
The development of some positive social – affective relations between the teacher and students, based on feelings of sympathy, attraction and acceptance, allows the creation of a favorable psychosocial climate of an efficient cooperation between the participants of the training.
Tips for teachers:
- get to meet the children and their socio-cultural origin
- pay attention to class dynamics
- select and enrich the existing representations
- start exploring, discovering what children already know
- you need to communicate effectively to establish awareness of the tasks of teaching.
- use dialogue; not convey information
- practice the skill of interpretation and observation of behavior
- find ways to stimulate the learning processes, differentiated and individualized
We all want to teach well but we do not realize what skills we need.
Often the teaching is a failure because it does not respond the needs, expectations and especially the children’s learning style. However, let’s do not forget to improve our teaching styles during the career through study and practice, by observing other colleagues, by presenting their own style supported by intelligent arguments in the methodical committees and educational circles, in educational partnerships. Without a continuous concern for the individual training or provided by authorized institutions and an interest of knowing the “new”, without active involvement in reform, you remain isolated in the routine and uninformed. The teacher is intended to teach the children to set a goal, then to find solutions to achieve. In the teaching activities, the teacher needs to know what representations have the children already to choose the strategy, to combine the new representations of the existing ones and form clear representation, precise, concise and exciting for new connections.
The child provides information about him constantly. The new contents are learned and communicated through an interactive activity, the children having reactions, opinions, communication and networking skills. The pedagogical theory in which the teacher was seen only as an information transmitter remains only a metaphor because learning is an interactive student – student communication, student – teacher, teacher – student communication.
Between teacher and student can occur spontaneously some feelings of attraction or rejection, of sympathy or antipathy, acceptance or refusal, etc. The teacher looks for the entire class just as an information transmitter, concerned more over the reception of the transmitted messages and less than affective or emotional dimension of the life or the activities of the class. This condition, along with the feelings of rejection, dislike or refusal, sometimes manifested to some students, it is leading to bad pedagogical relations with negative implications on learning outcomes and overall school education.
A special emphasis should be placed on the development of moral and psychosocial competence. Moral competence is provided by elements that confer proper function of the teacher’s moral conduct: to know the values and moral norms of society, self-control ability on attitudes and its behavior in any situation, availability of skills and moral habits in accordance with the requirements of the social morality and the teaching ethics requirements, his set up as a spiritual and moral model.
Psychosocial competence involves the teacher ability to take a different role; the possibility to influence easily the people and the student groups, to have the ability to establish relationships with the people around him, sociability, the ability to use the power correctly and also the authority, the possibility to adopt fast different behavior types, etc.
The development of some positive social – affective relations between the teacher and students, based on feelings of sympathy, attraction and acceptance, allows the creation of a favorable psychosocial climate of an efficient cooperation between the participants of the training.
Tips for teachers:
- get to meet the children and their socio-cultural origin
- pay attention to class dynamics
- select and enrich the existing representations
- start exploring, discovering what children already know
- you need to communicate effectively to establish awareness of the tasks of teaching.
- use dialogue; not convey information
- practice the skill of interpretation and observation of behavior
- find ways to stimulate the learning processes, differentiated and individualized
We all want to teach well but we do not realize what skills we need.
Often the teaching is a failure because it does not respond the needs, expectations and especially the children’s learning style. However, let’s do not forget to improve our teaching styles during the career through study and practice, by observing other colleagues, by presenting their own style supported by intelligent arguments in the methodical committees and educational circles, in educational partnerships. Without a continuous concern for the individual training or provided by authorized institutions and an interest of knowing the “new”, without active involvement in reform, you remain isolated in the routine and uninformed. The teacher is intended to teach the children to set a goal, then to find solutions to achieve. In the teaching activities, the teacher needs to know what representations have the children already to choose the strategy, to combine the new representations of the existing ones and form clear representation, precise, concise and exciting for new connections.
The child provides information about him constantly. The new contents are learned and communicated through an interactive activity, the children having reactions, opinions, communication and networking skills. The pedagogical theory in which the teacher was seen only as an information transmitter remains only a metaphor because learning is an interactive student – student communication, student – teacher, teacher – student communication.
Published by communicationtype, on Mar 12 2010, in the categories: In education
What Communication Is Used In Today’s Education Settings?
The teaching communication - Communication was defined as a particular form of exchange relationship between two or more persons or between two or more groups.
Essential for the act of communication are:
1) the relationship between individuals or between groups
2) exchange, transmission and reception of meanings
3) the wanted or unwanted change of the employees behavior
The teaching communication elements are:
- issue of the teaching message by the teacher or of other information source, from a certain distance;
- the channel through the message is transmitted
- the message reception by students
- the storage and its processing in to decision making (formulating responses by the student, corrections or additions by the teacher)
Types of communication - Depending on the interaction: - interpersonal; - group; - table; - public or media; - intra-subject. Depending of the type of code used: verbal (oral and written); paraverbal; nonverbal. Depending on the channel used: direct (immediate); media (when intermediate channels are used such as books, television, radio, phone, internet, cameras, etc).
The teaching communication has several characteristics which makes it to differ by other form of interpersonal communications: - takes place between two or more agents: teachers and students, with the common purpose of their training, using an oral communication, written, nonverbal, etc. - educational message is designed, selected, organized and logically structured by the teacher, based on specific educational objectives set out in school programs. - the teaching style of communication is determined by the teaching concept of the teacher.
The rules of an effective communication are: - you have to listen, to keep account of the views and of the others interests;- you have to observe, to be interested in what happens in the communication situation and to understand the state of receptors; - you have to analyze and know the receptor situation; - you have to express yourself, to expose your views and feelings near the communication subject; - you have to control, to follow the quality and effectiveness of communication.
To be effective, the teaching communication must have certain characteristics:
1. The teacher: clear messages; precision;the use of an appropriate and accessible speech; use the right form of the speech; to have an logical structure in the all messages sent; an interesting presentation of the training content; creating an appropriate communication
2. Of the students: to have the capacity to concentrate ( in order to receive and understand the messages); to have prior knowledge to learn whatever is next; To be motivated to learn; To know the language used (by teacher or computer)
In the teaching communication , the teacher must make the students feel that they have a vocation in this direction, that is a reliable partner, who wants a genuine dialogue. The communication skills will be demonstrated also thru the ability of listening the students. The most appreciated teachers are those that allow freedom of expression, the teachers that does not make the students feel they are manipulated, judged or advised, but those who give the feeling of safety and communication freedom.
Essential for the act of communication are:
1) the relationship between individuals or between groups
2) exchange, transmission and reception of meanings
3) the wanted or unwanted change of the employees behavior
The teaching communication elements are:
- issue of the teaching message by the teacher or of other information source, from a certain distance;
- the channel through the message is transmitted
- the message reception by students
- the storage and its processing in to decision making (formulating responses by the student, corrections or additions by the teacher)
Types of communication - Depending on the interaction: - interpersonal; - group; - table; - public or media; - intra-subject. Depending of the type of code used: verbal (oral and written); paraverbal; nonverbal. Depending on the channel used: direct (immediate); media (when intermediate channels are used such as books, television, radio, phone, internet, cameras, etc).
The teaching communication has several characteristics which makes it to differ by other form of interpersonal communications: - takes place between two or more agents: teachers and students, with the common purpose of their training, using an oral communication, written, nonverbal, etc. - educational message is designed, selected, organized and logically structured by the teacher, based on specific educational objectives set out in school programs. - the teaching style of communication is determined by the teaching concept of the teacher.
The rules of an effective communication are: - you have to listen, to keep account of the views and of the others interests;- you have to observe, to be interested in what happens in the communication situation and to understand the state of receptors; - you have to analyze and know the receptor situation; - you have to express yourself, to expose your views and feelings near the communication subject; - you have to control, to follow the quality and effectiveness of communication.
To be effective, the teaching communication must have certain characteristics:
1. The teacher: clear messages; precision;the use of an appropriate and accessible speech; use the right form of the speech; to have an logical structure in the all messages sent; an interesting presentation of the training content; creating an appropriate communication
2. Of the students: to have the capacity to concentrate ( in order to receive and understand the messages); to have prior knowledge to learn whatever is next; To be motivated to learn; To know the language used (by teacher or computer)
In the teaching communication , the teacher must make the students feel that they have a vocation in this direction, that is a reliable partner, who wants a genuine dialogue. The communication skills will be demonstrated also thru the ability of listening the students. The most appreciated teachers are those that allow freedom of expression, the teachers that does not make the students feel they are manipulated, judged or advised, but those who give the feeling of safety and communication freedom.
Published by communicationtype, on Mar 10 2010, in the categories: In education, types of communication