Good Communication Skills Are Essential For Early Childhood Education

1637 words - 7 pages

Good communication skills form a critical element of early childhood education. Communication consists of two main styles: Verbal and non-verbal. These styles of communication form the foundation of effective teaching and learning within the early childhood forum. A good early childhood educator will enhance learning and development with an extensive knowledge of both the verbal and non-verbal elements of communication. An early childhood educator will understand what constitutes good communication and the positive impact this can have on effectiveness of a successful learning environment. This impact extends to personal affective traits such as self esteem, self belief, desire and motivation. Relationships between the educator and child, child and parent, educator and parent, form an important part of early childhood education. The practice of using high quality communication skills are essential to the development of trust, respect and facilitating a unified learning approach where all parties are active and engaged participants. Through the use of these skills which are essential, the early childhood educator possesses the necessary tools to influence elements such as the learning quality, affective attributes and positive relationship development.

It is essential that early childhood educators possess a high level of understanding relating to what good communication is and its importance to the learning environment. According to Korn, Morreale and Boileau (2000), communication is defined as “how people use messages to generate meanings within and across various contexts, cultures, channels, and media” (p. 40). This consists of both verbal and non-verbal methods. Communication plays a critical role in the creation of high quality learning environments. A child is born with limited communication skills which only develop with time. Children rely heavily on the input of their surrounding environments to develop these skills further (Eileen Allen & Marotz, 2003). The communication strategy used by children over the first year of life is predominately non-verbal before development progresses to include verbal communication (Rodnick & Wood, 1973). McDevitt and Ormrod (2010) suggest social emotional, physical and cognitive development is facilitated by the experiences children have in their “family, school and community” (p. 5). This raises the idea that the level of communicative development may differ greatly between children depending on experiential exposure. Rodnick and Wood (1973) expand on this further suggesting children will actually develop a level of grammatical and language understanding which is essential to communication, long before they commence schooling. In research conducted by Rodnick and Wood (1973) it was noted in their findings that the children subject to their research demonstrated a lower level of communication than expected at around the age of seven and suggest it may be due to environmental...

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