This document outlines the learning outcomes and content for a unit on communication and professional relationships with children, young people, and adults. The unit covers establishing respectful relationships, interacting appropriately with different age groups, communicating differences, dealing with disagreements, and maintaining confidentiality according to legal requirements and protocols. Key topics include relationship building, developmental stages, role modeling, adapting communication styles, and identifying when confidentiality must be breached.

1. Unit 2.3
Communication and professional
relationships with children, young
people and adults

2. Outcome One
Know how to interact with and respond to
children and young people.

3. 1.1. Describe how to establish respectful, professional
relationships with children and young people.
In pairs/groups, what do you do to establish a
respectful, professional relationship?

4. 1.2. Describe with examples how to behave
appropriately for a child or young person’s stage of
development.
What are the stages of development?
In pairs/groups, how would you behave for
each one of these?

5. 1.3. Describe how to deal with disagreements
between children and young people.
Take a moment to think of a time where you have dealt
with a disagreement. How did you deal with it? Did
you feel it was effective? What may you have changed?
When dealing with a disagreement what do you need
to do first?

6. 1.4. Describe how own behaviour could:
• promote effective interactions with children and young people
• impact negatively on interactions with children and young
people.
How would you own behaviour promote effective
interactions?
How would you own behaviour impact negatively on
interactions?

7. Outcome Two
Know how to interact with and respond to
adults.

8. 2.1. Describe how to establish respectful,
professional relationships with adults.
Take five minutes to note down what adults you may
establish a professional relationship with at your
setting?
The support you may be required to give may be on
several levels - PIPE
Practical
Informative
Professional
Emotional

9. 2.2. Describe the importance of adult
relationships as role models for children and
young people.
Why is it important to be a role model ?
How do you go about this?

10. Outcome Three
Know how to communicate with children, young
people and adults.

11. 3.1. Describe how communication with children and
young people differs across different age ranges and
stages of development.
In pairs/groups take five minutes to look at the
different age ranges and stages of children and
young people that you may experience?
What are the methods of communication that
you may use and differentiate?

12. 3.2. Describe the main differences between
communicating with adults and communicating
with children and young people.
Quick fire – what main differences can you think
of?
What should you always be?
What should you always show?

13. 3.3. Identify examples of communication
difficulties that may exist.
Values and Ideas

14. 3.4. Describe how to adapt communication to
meet different communication needs.
In groups, what different communication needs
have you experienced or know of?
How would you adapt the way in which you
communicate to accommodate these?

15. 3.5. Describe how to deal with disagreements between:
• the practitioner and children and young people
• the practitioner and other adults.
Why do children argue?
Do you have any experience of disagreements between
children/young people?
What experience do you have of disagreements
between adults?

16. Outcome Four
Know about current legislation, policies and
procedures for confidentiality and sharing
information, including data protection.

17. 4.1. Identify relevant legal requirements and
procedures covering confidentiality, data protection
and the disclosure of information.
In groups discuss what legal requirements and
procedures you are aware of for;
Confidentiality
Data Protection
Disclosure of information

18. 4.2. Describe the importance of reassuring children,
young people and adults of the confidentiality of
shared information and the limits of this.
Can you give examples of why it is important to
reassure people of confidentiality?
When and for what reason would there be a
limit to this?

19. 4.3. Identify the kinds of situations when
confidentiality protocols must be breached.
In what kind of situations should confidentiality
be breached?