Importance of Effectve Communication for Early Childhood Educators

1941 Words Sep 10th, 2012 8 Pages
Communication: the essential life skill.

Effective communication, as defined by Courtney (2009) “is a two-way process: sending the right message that is also being correctly received and understood by the other person/s. For communication to be effective, it is important to understand how the people you are interacting with may interpret your message”. Early childhood educators are required to have effective communication skills as they need to communicate on a daily basis with their students, co-workers and the parents of their students, each requiring different styles of communication. Good communication skills are an essential life skill, and a young student beginning to learn this skill would require their educator to be capable of
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Clear, concise and age-appropriate language is required in order for the student to fully understand what is expected of them. A failure to do so could lead to a communication breakdown, and the student and the educator could end up with a different understanding of a particular task, and the student could be unfairly and incorrectly assessed or judged (Schleppegrell, 2012, p.62). A continual failure to do so could lead to a child developing an unnecessary negative complex towards their ability to successfully complete tasks, which could consequently lead to a negative outlook toward their academic future. Correctly conveying instructions or expectations to a student would give the student a greater chance of correctly receiving and understanding them, thus giving the child an opportunity to successfully complete any given task, thus increasing confidence to complete any future tasks.

An early childhood educator will also require excellent communication skills when working with children with special needs, and depending on the child’s needs would need to use specific styles of communication. Some children may require an educator to speak slowly or use positive language only, and parents of children with special needs will require more frequent feedback on their child’s progress (Janus, Lefort, Cameron & Kopechanski, 2007, p634). Parents of children with special needs are often anxious and overly concerned with

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