Communications in Early Childhood Care

Communications in Early Childhood Care – Childcare Level 6

Table of Contents

Section 1 – Resume__ ____ ___________________________________________________2-3

Section 2 – Legislation _______________________________________________________ 4-5

Section 3 – Formal Business Letter 6

Section 4 – Non-Verbal/ Visual Communication___________________ _____________ 7-10

Section 5 – ECCE Scheme _____________ _________________ 11-12

Section 6 – Review of ICT in Childcare Settings _______________________________ 13-14

Section 7 – Group discussion, meeting on use of ICT in Childcare Settings___________ 15-17

Bibliography ____________ 18

Section 1: Personal CV

Name: Sonam Bali

E-mail: [email protected]

Mobile: 089-2248945

Address: 19 St. James Court, Echlin Street, Dublin 8.

Qualification

Montessori Level 6	Dorset College, Dublin	Distinction	2017
FETAC Level 5	Dorset College, Dublin	A	2016
Bachelors in Computer Application	S.D. College, India	Overall B-	2012 – 2015
School Leaving Certificate	Punjab School Education Board, India	Overall B	March 2012

Experience

Girafee Childcare, Hueston, Dublin 8 Jul’ 16 – Jul’17

Preschool Teacher

• Plan and provide activities for preschoolers.
• Teach letters, numbers, colours and shapes.
• Plan healthy snacks.
• Assist students in developing self esteem and confidence.
• Ensure classroom management at all times.
• Liaise with parents to provide feedback and discuss concerns.
• Encourage students’ positive self image and creative expression.

Fun Childcare, Monkstown, Co. Dublin. May- Jun’ 16

Trainee

• Worked with young children as a friend and guided them in taking lessons from daily activities.
• Ensured children are not forced and allowed to learn on their own pace.
• Providing equal chances of learning to all the children.
• Taking care of sick and injured children and informing parents on the kind of care they needed.
• Prepared and executed lesson plans and activities to help children learn new skills.
• Building friendly relationship with children and guiding them in completing daily tasks.
• Organising and participating in recreational activities.
• Knowledge of counselling to vulnerable children.
• Read to children, and teach them simple painting, drawing, handicrafts and songs.

Skills

• Flexible and adjustable to meet the requirements of the children and program.
• Skilled in working with persons and children from diverse cultural and economic backgrounds.
• Ability to guide and assist children learn new things daily.
• Have good command in computer.
• Aware from the teamwork and know how to solve the problems.
• Have positive attitude.
• Good attention to detail.
• Strong communication and interpersonal skills.

Hobbies

• Dancing
• Painting
• Meeting with new people
• Cycling

Significant Achievements

I did participate in Flash Mob/Group Dance on 15 August 2017 at Grafton Street which was mentioned on Indian news channel.

References

Paula Walsh, Manager, Girafee Childcare, 08512121212

Gemma Purcell, Manager, Fun Childcare, 08912121212

Section 2: Legislation

The following are three significant pieces of communication and safety legislation;

• Data Protection Acts 1988 and 2003
• Freedom of Information Act 2014
• Safety, Health, Welfare at work Acts 2005 and 2010

Data Protection – The simple aim of this act is to protect an individual’s privacy. This act can be broken down in two segments. First it grants rights to individuals in relation to the privacy of their personal data and second is the responsibilities of the persons/entities that holds and process such data. (earlychildhoodireland, 2014)

For example – Use of CCTV in Childcare settings is a prime example to demonstrate the segments of Data Protection Act. The owner becomes a data collector once they start to use CCTV in their premises and he/she is responsible to keep the data safe and the parents have the rights to request a copy of any data collected by them.

Freedom of Information Act (FOI) –

The Freedom of Information Act recognises strong rights in relation to personal privacy, and in

There are no sources in the current document.most cases, personal records are only released to the person to whom they relate. However, regulations are in place to enable parents and guardians to apply for these rights in some instances.

The purpose of the FOI Act is to encourage greater transparency between FOI bodies and members of the public. Public authorities include government departments, local authorities, the NHS, state schools and police forces. However, the Act does not necessarily cover every organisation that receives public money. For example, it does not cover some charities that receive grants and certain private sector organisations that perform public functions.

For example: Garda Vetting Disclosure – A person can request a copy of their records disclosed by the Garda to specific organisation and if the information is inaccurate, incomplete or misleading then the person can put up a request for amendment. (tusla, 2017)

Safety, Health, Welfare at Work Act –

The Safety, Health and Welfare at Work Act 2005, establishes the main provisions for securing health and safety in all workplaces. It applies to all workplaces, at all times and all employers irrespective of risks, size or operations.

The Act assigns responsibilities and duties to all parties involved in workplace safety and health. Employers, who have the greatest influence on risk, have the greatest range of duties to satisfy, but employees, designers, manufacturers and owner/occupiers also have duties under the Act and it also provide the fines and penalties for breaches of the legislation.

For example – Employer have a duty to provide safe and sound work environment and train the staff as needed. On the other hand, employees must familiarise themselves with workplace health and safety and must follow the guidelines and do not engage in improper behaviour. (ibec, 2017)

Section 3: Formal Business Letter

ABC Childcare, ABC Park, Co. Dublin. The Supervisor, The Childcare Committee, Dublin. Date : 01-12-2017 Re : Invitation to sit on the interview panel Dear Sir/Madam, We are delighted to inform you that we are going to open our new branch in Dublin 8. We are going to have a number of interviews for various positions such as Childcare teacher on 20th December 2017 at XXX Dublin 8. The interview session supposed to run from 10 am to 5pm. We shall be grateful if one of your experienced representatives joins our interview panel and we hope your representative will assist us to choose right candidates. We request you to contact us at your earliest convenience so we can discuss this in more detail. Many thanks for your assistance in this matter. We look forward to hearing from you. Yours faithfully, Sonam Bali. On behalf of ABC Childcare

Section 4: Non-verbal/Visual Communication

Non Verbal Communication

Communication without the use of spoken language. Non-verbal communication included gestures, facial expressions, and body positions (known as ‘body language’), as well as unspoken understandings and presuppositions, and cultural and environmental conditions that may affect any encounter between people.

Effects on Relationships

Nonverbal cues impact the quality of your relationships and, when used correctly, can improve your relationships. Nonverbal signals can help you gain an accurate reading of others’ unspoken feelings and underlying messages, create feelings of trust through the transparency they create and demonstrate understanding and interest, reports Help Guide. If used correctly, nonverbal communication can improve relationships with others, but if it’s poorly used, your relationships may suffer through a loss of connections and trust.

Nonverbal behaviors, such as face-to-face interaction, also enhance your rapport, causing the communication to become more coordinated and have increasingly positive outcomes. Eye contact allows you to tell the other person that you are interested and want to continue the conversation, and lack of eye contact displays your lack of interest and hope that the conversation will end.

This list reviews the specific functions of eye contact:

• Regulate interaction and provide turn-taking signals
• Monitor communication by receiving nonverbal communication from others
• Signal cognitive activity (we look away when processing information)
• Express engagement (we show people we are listening with our eyes)
• Convey intimidation
• Express flirtation
• Establish rapport or connection

(livestrong, 2017)

Here are some of the things that we have been reminded of or learnt anew:

• ‘The look’ still works, but don’t overdo it or you will become a caricature of yourself.
• Establishing a management role in the classroom involves eye contact from the outset. Be in your classroom before your learners, and welcome them individually with a combination of eye contact and their name as they enter the room.
• Talk to your learners, not to the book, the board or the screen.
• Eyes can set the tone of a lesson.
• Good eye contact does not mean staring or gazing. Many learners are likely to find this uncomfortable and consequently avert their own eyes and lose concentration.
• Watch your learners as well as listen to them, particularly while they are performing tasks. Look for signs of being bored or being lost.
• Encourage your learners to make eye contact while they are working together in pairs or groups. Start by training them to listen to each other using non-verbal responses only.
• Research shows that there is a strong link between the amount of eye contact people receive and their degree of participation in group communication — in the number of turns taken in a group conversation for example.
• Save time and effort with specific messages delivered by eye and facial expression. Show praise, encouragement often, and disapproval occasionally.
• Use eye contact as a correction technique.
• Eye contact is, fundamentally, time and effort saving.

EXAMPLE AND CASE STUDY

According to the aforementioned issues, the following research questions were formulated.

• Does eye contact have any impact on language learning?
• Does eye contact between teacher and students in the classroom improve language learning?

RESULTS AND DISCUSSION

Actually the questions of the study can be answered according to the following results.

Results due to the main research question are going to be discussed in the following Tables:

As Table 2 indicates, there was no significant difference between the two groups of students toward learning language in the pretest. But there was a significant difference between the two groups in -test.

In sum, the results of the intergroup and the intragroup comparisons of the tests indicated that the experimental group gained significantly achievement toward learning language. The obtained results of this study can answer the research question that there is positive relation between teacher-student eye contact and language learning. The significant gains of the experimental group on the tests supported this result. According to Richards and Rodgers (2011) teachers are not in the classroom just to correct speech and writing. The teacher role is to create learning conditions and gives students the chance to produce language. A good teacher should encourage learners to make eye contact while they are working together in pairs or groups. Eyes can set the tone of a lesson. As the lesson starts, teacher should talk to learners, not to the book, the board or the screen. It makes motivation in the class. Research shows that there is a strong link between the amount of eye contact people receive and their degree of participation in group communication and language learning (Ushioda, 2008). A teacher is learning language as making eye contact. It is important to have a good eye contact with learners. It does not mean staring or gazing, three to five seconds eye contact for non-verbal communication. If a learner actively seeks out eye contact when talking, he or she is judged to be more believable, confident and competent. Eye contact is, fundamentally, time and effort saving with specific messages delivered by eye and facial expression. Teacher can use eye contact as a correction technique too. The greater the eye contact, the closer the relationship.

Evaluation

This study has attempted to shed light on the role of eye contact between teacher and student in language learning through reviewing some of the most influential and considerable research in the field. The result of this study can support teacher strategies for language teaching and students for language learning. (jallr, 2017)

Section 5: Topic – The ECCE Scheme

The Early Childhood Care and Education (ECCE) Scheme/Programme is a government initiative that provides early childhood care and education for children of pre-school age. From September 2016, children are eligible for the ECCE scheme if they are aged over 3 years and not older than 5 and a half years.

It is a universal programme and it is available to all children in Ireland in the qualifying age range.  The main aim of this scheme/programme to provide children with their first formal experience of early learning prior to commencing primary school. The programme is provided for three hours per day, five days per week over 38 weeks per year and the programme year runs from September to June each year. There are three points of entry throughout the programme year – September, January and April.

There is no charge to parents for the playschool or daycare hours provided under the ECCE scheme. The State capitation fee pays the playschool or daycare service to provide these ECCE hours. However, if your child attends for extra hours, you will have to pay for these extra hours in the normal way.

Exemptions from age limit

If your child is over the eligibility age requirement due to special needs they may be able to get an exemption from the upper age limit for the ECCE Scheme.

Please note there are no exemptions to the lower age limit.

Sessional services

If your child attends a half-day or “sessional” service, such as a playschool, naíonra, Montessori or parent and toddler group, the normal pattern for the free pre-school year is 3 hours a day, 5 days a week, over the school year. If your child attends for more than 3 hours, you will be charged for the extra time.

If your child’s sessional service cannot open for 5 days a week, the normal pattern for the free pre-school year is 3 hours and 30 minutes a day, 4 days a week, over the school year. This only applies to services which have already been granted permission to run their service over the school year.

Daycare services

If your child attends a full-time or part-time daycare service, the normal pattern for the free pre-school year is 3 hours per day over the school year. If your child attends for longer than this each day, you will be charged for the extra time. You will also be charged for the extra number of weeks attended

Children with Additional Needs

Children with Additional Needs Affordable Childcare Scheme The new Access and Inclusion Model (AIM) was introduced on the 15 June 2016 to enable children with disabilities to access and fully participate in the Early Childhood Care and Education (ECCE) Programme. The Access and Inclusion Model (AIM) is a child-centred model, involving seven levels of progressive support, moving from universal to targeted, based on the needs of the child and the pre-school provider. Further information is available at the Access Inclusion Model website http://aim.gov.ie/ When you have identified a pre-school for your child, your service provider, in consultation with you, will consider what supports may be needed to ensure your child’s participation in pre-school. Where it is considered that your child needs additional support, your preschool service provider can apply, in partnership with you, for targeted supports under AIM.

Content and quality of service

Childcare services taking part in the ECCE scheme must provide an appropriate pre-school educational programme which adheres to the principles of Síolta, the national framework for early years care and education. Síolta co-ordinators and staff of the local City/County Childcare Committee (CCC) will support participating services with assistive visits and advice.

A service may charge parents for extra activities. However, these must be optional and the service must provide other appropriate activities to children who don’t take part in the optional activity being charged for.

The service may ask you for a booking deposit, which cannot be more than four times the weekly capitation fee. Any deposit you pay must be repaid to you by the end of October of the year your child starts.

For providers of day care and sessional services, the weekly capitation fee is provided over the school year. Day care and sessional playschools with more highly qualified staff may be able to qualify for a higher capitation fee.

To get a place for your child, apply to a participating playschool or day care centre. You can get a list of participating services from your local City or County Childcare Committee (CCC). (citizensinformation, 2014)

(earlychildhoodireland, 2017)

(pobal, 2017)

(dcya.gov, 2017)

Section 6: Topic – Information Communication Technology

Information Communication Technology (ICT)

Information and communications technology (ICT) is part of our life and it is important aspect of a child’s development. ICT is not just about using of computers. They can be calculators, electronic weigh scales, tablets, smart phones, printers, scanners and much more.  Digital cameras enable the use of visual records which can overcome language barriers, and encourage cross-cultural interaction between children (Bolgan 2004). (Omepireland.ie)

The main benefits of using ICT in Childcare setting are to develop multiple skills and abilities of child and they can be described as follows;

Social Development

If a child is playing puzzle game on PC/Laptop/Tablet with someone else then they will have to do a lot of communication with the other children in order to complete the puzzle. This should help to develop their social skills. 

Moreover, these types of activities also assist the children in their listening skills. If they are playing puzzle or similar game with the others then they may have to listen to them in order to progress or finish the game. This could be instructions/clue/tips. Furthermore, if the games are about numbers, size, patterns, shapes and so on then this can aid them in their intellectual development. 

Physical Development 

Use of ICT equipment should assist the children to fine their motor skills such as use of computer/laptop mouse to click or drag the cursor. It also assists them with hand-eye coordination because, they have to use their hands and brain simultaneously.

ICT can also help children’s listening skills as when playing a game on the computer they may need to listen to instructions to help them learn how to play the game. By listening these instructions, the child learns how to be patient and how to pay proper attention. (prezi.com) 

ICT also aid in creative development, increase in knowledge and increase in confidence. By learning how to use IPAD or smartphone, it encourages them to explore more in detail and show the others how to do it.

Drawbacks of ICT

In my opinion the first and foremost drawback is the introduction of ICT at young age. Some experts may argue that children are missing out on free-flow play and learning. Furthermore, how we will know if the child is ready to learn about ICT related activities. Each child is unique and learns at different pace.

“Most experts believe computers are not developmentally appropriate for children under the age of three” (Elkind 1998; Haugland, 1999; NAEYC, 1996, cited in Wardlee, 2008)

The other drawback will be extensive use of ICT related products/activities may lead to problems such as attention problems as well as sleeping and eating disorders.

The child might like to spend too much time with ICT related activities and will not actively learn the other simple stuff such as how to tie their own laces. (beckifarrow.wordpress.com)

Section 7: Group Discussion

Memo

To: ABC Childcare Staff

From: Sonam Bali

Date: December 10^th, 2017

Re: Staff Meeting

Dear Staff Members,

I wish to inform you that the next meeting will be held on December 11th at 5 p.m. The venue for the meeting is my office.  

Please note the main purpose of this meeting is to discuss about a policy on the use of ICT in our Childcare.

Please note snacks and tea/coffee will be provided and I hope to see you there.

I trust the above is in order. If you have any queries in connection with the above then please do not hesitate to contact me.

Best wishes.

Yours sincerely,

Sonam

MEETING AGENDA

Location: ABC Childcare

Date: 10^th December 2017

Time: 5 p.m.

Agenda details:

1. Discussion about policy on the use of ICT in our Childcare.
2. Discussion of ICT related activities in our Childcare.
3. Improvement required or not. If yes then what kind of improvement(s).
4. Suppliers suggestion – Who can supply ICT related products.
5. Feedback and general discussion.
6. Next meeting date/time discussion.

ABC Childcare

Minutes of the meeting which took place on 11 December at 5 p.m. at ABC Headquarter, Co. Dublin

Present and in attendance:

Ms. Sonam Bali (SB) – Director

Mr. Paul Murphy (PM) – Manager

Ms. Susan Dillon (SD) – Supervisor

Ms. Shane Walsh (SW) – Supervisor

Apologies:

Ms. Janet Dunne – Team Leader

The meeting was chaired by SB. SB summarised the main points on the Agenda.

Minutes of the previous meeting

The minutes of the previous meeting were adopted as a true reflection of the matters discussed.

Agenda 1 – Discussed about ICT related activities in Childcare setting.

Agenda 2 – Discussed who should contact to devise a policy of ourselves in order to have the correct legislations included.

Agenda 3 – Discussed about ICT related equipments

Any other business

There was no other business.

Next Meeting

The date of the next meeting to be confirmed. The meeting was concluded.

THIS CONCLUDED THE BUSINESS OF THE MEETING

Signed__________________

Date________________

BIBLIOGRAPHY

https://www.earlychildhoodireland.ie/data-protection-ezine-october-2014/, accessed on 01/12/2017

http://www.tusla.ie/about/your-personal-information/new-freedom-of-information, accessed on 01/12/2017

https://www.ibec.ie/IBEC/ES.nsf/vPages/Health_and_safety~Health_and_safety_legislation~safety,-health-and-welfare-at-work-act,-2005?OpenDocument, accessed on 02/12/2017

www.livestrong.com, accessed on 02/12/2017

www.jallr.com/index.php/JALLR/article/viewFile/180/pdf180, accessed on 03/12/2017

http://www.citizensinformation.ie/en/education/pre_school_education_and_childcare/early_childhood_care_and_education_scheme.html, accessed on 10/12/2017

https://www.earlychildhoodireland.ie/wp-content/uploads/2017/03/ECCE-Guide-for-Parents.pdf, accessed on 10/12/2017

https://www.pobal.ie/FundingProgrammes/EarlyEducationandChildcare/Pages/ECCE.aspx, accessed on 10/12/2017

https://www.dcya.gov.ie/viewdoc.asp?fn=%2Fdocuments%2FECCE-Scheme%2Fintro.htm&mn=chil3g&nID=3, accessed on 10/12/2017

http://omepireland.ie/presentations/Eileen%20McDermott%20-%20Practitioner%20Role%20in%20ICT%20as%20a%20Learning%20Tool%20in%20ECE.pdf , accessed on 01/12/2017

https://prezi.com/hxrqgcu9mnrl/benefits-of-ict-in-a-childcare-setting/ , accessed on 01/12/2017

https://beckifarrown.wordpress.com/2014/03/29/advatanges-and -disadvantages, accessed on 02/12/2017

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