How Effective Communication Impacts a Child

Topics: Communication, Childhood, Graphic communication Pages: 4 (1508 words) Published: June 6, 2011
How Effective Communication Impacts a Child
Communication is more than words, and it is important for teachers to understand the nonverbal messages that are being sent and received in the classroom (Miller, 2005). The act of communicating is essential to everyone. A teacher being able to send a message and have it received and understood by the child is a skill that is necessary, especially in an early learning setting. It is important to know how the child receiving the message may understand it, knowing this determines how the message is to be sent. Both verbal- by the use of words and non-verbal- using gestures, body language, emotions and actions are effective ways to communicate, and can be used to project positive and negative messages. The ability to be a good listener, give praise, modify your way of speaking and know how to use communication aids are qualities teachers require to become respected educators. Communicating effectively in an early learning setting is essential, as it impacts the way a child views themselves, others and how they respond to the message they have received.

Teacher-child relationships are very similar to parent-child relationships, and seem to serve the same purpose regarding a child’s social and emotional development (Greenberg, Speltz & Deklyen, 1993 as cited by Pianta, 1999). The academic success of a child can depend on the influences received, whether it is positive or negative. A teacher that possesses adequate skills to communicate effectively will have a positive influence on the child. According to studies conducted by Birch and Ladd (1997) close teacher-child relationships are correlated with positive child outcomes, such as great school attendance, liking school, classroom participation, and academic competence, uncongenial teacher-child relationships are linked with unfavourable outcomes, such as negative school attitudes, school avoidance, classroom disengagement, and poor academic performance. Having a close...

References: Birch, S. & Ladd, G. (1998). Children 's interpersonal behaviors and the teacher-child relationship. Developmental Psychology. 34(5).934-946
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Kilham, C. (2006). Including children with autism in early childhood settings. Every Child Magazine. 12(3).Retrieved from ex/including_children_with_autism_in_early_childhood_settings.html
Miller, P. (2005). Body language in the classroom. Techniques. 80(8).28-30 (Document ID: 931924041).
Pianta R. (2004). Teacher-child relationships and children 's success in the first years of school. School psychology review. 33(3)444-458 (Document ID: 724593961).
Seal K & Stipek D (2003) Raising self-motivated children. Motivated Minds: Raising Children to Love Learning.19-23
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