CHCECE010 - One on One Interactions & Two Way Communication

[EmmaJane_234]

I have this question due next week, and I don't totally understand what it means, any hints? (:

One of the key roles of educators is to guide and support children to become ‘socially competent’. In that they have the skills to get along with other people, and the skills to behave in a socially acceptable manner.

a) Give an example of how educators create opportunities for one-on-one interactions, and facilitate effective two way communication, in the following age groups.
1. Infants (6 months – 12 months)

2. Toddlers (18 months – 2 years)

3. Young Children (3 years – 5 years)

[Lorina]

For one on one interactions think of routines you will need to do for each individual child during the day such as nappy changing, feeding, putting a child to sleep these are all one on one interactions.

For two way communication it could be asking questions, having a discussion, sharing thoughts and ideas etc,

,
Lorina

[EmmaJane_234]

Thank you so much, this was a great help

- Emma

[EmmaJane_234]

One of the key roles of educators is to guide and support children to become ‘socially competent’. In that they have the skills to get along with other people, and the skills to behave in a socially acceptable manner.
a) Give an example of how educators create opportunities for one-on-one interactions, and facilitate effective two way communication, in the following age groups.
1. Infants (6 months – 12 months)
For infants, one-on-one interactions are created during nappy change time, and also feeding or putting the child down to sleep.
Two way communications with an infant could include pulling faces with the baby, or making babbling sounds with the baby.

2. Toddlers (18 months – 2 years)
Toddlers can be involved in one-on-one interactions like infants, nappy change, feeding and being put down to sleep, but also toddles can be involved in one-on-one time while reading a book with an educator
Toddlers are starting to talk and walk so having a conversation where the educator is more asking questions and agreeing with the child when the child point’s to something and calls it by the correct name, or scaffolding the child into calling the item by the correct name,
e.g. child points to a sheep in a book or figurine and say’s woof, as an educator you can say: “ A sheep goes baaaa”.

3. Young Children (3 years – 5 years)
In younger children one-on-one interactions can be while reading a book, doing small activities or during rest time, sitting with them, comforting them.
Younger children are able to hold conversations about anything; they can answer questions, share their thoughts on things and tell you about what happens in their life.


does this answer sound right? Do I need to add some more information into it?

- Emma

[Lorina]

That's a great start! I just thought of an article you could refer to if you wanted to add more information:

Improving Language Skills In Children

Hope this helps,

,
Lorina