This document provides an overview of a unit and session on communicating with children. It outlines the key learning objectives for students, including identifying methods of interacting and communicating with children of different ages. The session activities involve reflecting on communication, devising checklists, observing adult-child interactions, and comparing how communication differs for different age groups. Students will analyze barriers to communication and ways to promote self-esteem in children.

1. » Unit 7
» Week 2
» Session 1

2. All students will be able to:
»Identify methods of interacting with children
»Explain different methods of interacting with children
»Formulate a checklist to be used for communication with
children
Many students will be able to:
» Reflect upon the way adults communicate with children
Some students will be able to:
»Evaluate the importance of communication with children

3. What can you remember from last
week?
Write down on your white boards
one verbal and one non-verbal
element of communication

5. » Make eye contact
» Smile and be patient
» Allow children time to think about what they
want to say
» Do not finish sentences for them
» Do not interrupt to hurry them along
» Listen to what they are saying
» Correct grammar by re-phrasing their sentence
» Ask open questions

6. » Give the child your full attention
» Provide activities to promote communication
and language skills
» Communicate clearly
» Allow children to express themselves

7. » Media clip about how a checklist can used by
children in school when they are working in
groups:
» http://www.youtube.com/watch?v=LnzHccJM6A0

8. » Devise a checklist to use when observing
adults interacting and communicating
with children

9. » http://jollylearning.co.uk/overview-about-jolly-phonics/

10. » Throughout this year we will be creating a learning
scarf. We will each have a turn at knitting a stitch
which signifies what we have learnt in a lesson.
» Lets see how long this scarf will get and lets see
which group has the longest by the end of the year

11. Teddy Tots Visit
» Use your checklist that you devised this
morning to observe the communication used
between adults and children.

12. Every day activities.
»Sand play
»Music and movement
»Painting
»Board games
»Stories
»Imaginative play

13. » Appropriate language
» Understanding child’s needs and abilities.
» Using every opportunity to enhance child’s
communication skills.
» Making child feel valued.

14. » Plan an activity for either 0-3 or 3-5 that will
encourage communication. You have 20mins to
complete

15. Pass your completed activity plan to another
student
»Check for spelling
»Detail
»Ensure communication can be encouraged

16. Review
Post 3 things that you have learnt
from today’s session

17. » Unit 7
» Week 2
» Session 2

18. All Students will be able to:
»Identify barriers to communication
»Describe what self-esteem is
»Identify ways to promote self- esteem
»Recognise the impact the age of the child has on the communication
to be used
Many students will be able to
»Examine what is good communication.
»Cite ways self-esteem could be affected
Some students will be able to:
»Justify the impact of negative communication with children

19. »Maths Starter –
»Look for the table with the answer to
your maths sentence

20. » What barriers could there be to communication?
» Use the bricks to make a wall with every barrier
you can think of as a group

21. » Write a sentence on your white board
» Now write something you like about yourself
» Has anybody ever made you feel worthless?

22. Work in your small groups to look at the given
scenarios.
What part communication has to play in the
outcomes?

23. » Pick up one laminated coloured card

24. » Write a sentence that would make you feel
good about yourself on the sticky note

25. Made a leaflet explaining methods adults can use
to communicate with children.

26. » Throughout this year we will be creating a learning
scarf. We will each have a turn at knitting a stitch
which signifies what we have learnt in a lesson.
» Lets see how long this scarf will get and lets see
which group has the longest by the end of the year

27. » Unit 7
» Week 2
» Session 3

28. All students will be able to:
»Compare how communication differs between age
ranges
»Identify ways to communicate with children of different
age ranges
Many students will be able to
»Analyse how communication changes for different ages
Some students will be able to
»Compare and contrast the different communication
methods

29. » Write on the white board as many activities to
encourage communication, as you can think of
as a group in 5mins.

30. » Birth – 4 weeks - Cries when basic needs require
attention, for example hunger, tiredness
» 1 month- Freezes when a bell is rung gently close to
the ear, moves head towards the sound, stops
crying at the sound of human voice (unless very
upset), coos in response to carer’s talk
» 3 months- becomes quite and turns head towards
sound of rattle near head, vocalises when spoken to
and when alone
Recap – Remember our milestones??

31. » 1 year – knows own name, understands 20
words in context, for example cup, dog, dinner,
understands simple messages for example ‘clap
hands’, ‘where are your shoes?’
» 12months- 18months – first words appear- uses
6-20 recognisable words, understands many
mores, echoes prominent or last word in
sentences, tries to join in with nursery rhymes,
responds to simple instructions.

32. » 18-24 months – uses two words linked
together, uses more than 200 words by two
years, makes simple two – word sentences,
refers to own name, talks to self during play
» 2-3 years rapidly expanding vocabulary,
including plurals, holds simple conversations,
enjoys repetition of favourite stories, counts to
ten

33. » 3-4 years – imitates adult speech, can be
understood by strangers, forms short,
grammatically correct sentences, asks many
questions, knows parts of the body, animals,
still makes errors of tenses
» 4-5 years- Speech is fluent and correct, using
descriptive language, able to give full name age,
birthday, enjoys jokes, 5,000 words by 5 five
years

34. » In pairs produce a mind map showing how you
would “Give attention to”:-
» Sam aged 6 months
» Charlie aged 18 months
» Abdul aged 4 years old.
Feedback to the group

35. Please read all of the instructions before doing anything, you are allowed 10 minutes to complete this
task.
1.Find a pen and paper.
2.Write your name at the top of the paper.
3.Write the numbers 1 to 5, one per line.
4.Draw five small circles beside #1.
5.Put an "X" in the second and fourth circles next to #1.
6.Write the word 'encyclopedia' beside #3.
7.On the back of the paper multiply 7 x 9.
8.Put an X in the lower right-hand corner of the paper.
9.Draw a circle around the X you just made.
10.Say your name out loud.
11.Count the number of words in this sentence and write the answer beside #2 on your paper.
12.Punch 3 small holes anywhere in the paper.
13.Write your first name beside #4.
14.Write today's date beside #5 on your paper.
15.Circle every letter 'E' you have written.
16.Stand up and say 'I HAVE FINISHED' out loud, then sit down.
17.Now that you read all of the instructions, skip all of them except the first two!

36. » If you have followed the instructions correctly,
you should only have your name on the paper!

37. » Complete the table showing how
parents/carers can communication with their
children when they are 0-3 and 3-5 years old.

38. » Throughout this year we will be creating a learning
scarf. We will each have a turn at knitting a stitch
which signifies what we have learnt in a lesson.
» Lets see how long this scarf will get and lets see
which group has the longest by the end of the year