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A group of primary school children aged 5-9 are coming to visit Moorside high school to take part in our interaction that we call “Mini Moorside”. The interaction is being made to help and build children’s confidence in meeting new people and to develop skills used in everyday life. The children will also come to help us to develop and show our skills of group conversation/interaction. Further purposes of the interaction are listed below:

1. To develop skills whilst communicating with groups of service users. 2. To be assessed whilst communicating – this will give us guidelines to where we can improve. 3. Gain experience of working with groups, to help us understand how the skills we use affect service users. 4. Provides an educational and stimulating experience for the children, to help them to learn about new situations and teamwork. 5. Enables us to practice skills that we have learnt and been developing through out the coarse. 6. To learn how to break down barriers in communication

7. To give us an understanding of what working in a care setting would be like. 8. To provide a safe play environment with education games for young children 9. To develop ideas on what sort of disabilities people have and how they effect their life style. Each of these help us to develop ideas not only on the coarse but on the practicality of the jobs that this coarse may lead us on to; we should take this into consideration what skills we need to develop. It is also important to appreciate this opportunity to develop and use our skills. The children that came to visit will be young and easily influenced by factors such as lighting or noise. The following table will show what factors may influence the conversation, how they can be prevented and why the influence the conversation on the children’s behalf:

Speech difficulties may leave the children feeling paranoid and worrying about responding to the conversation Listen intently, as discussed in A03. Especially if there are speech difficulties it is highly important to use “global listening” We are strangers Children are told not to talk to strangers, and are told about stranger danger. Therefore they may feel fear towards meeting new and older people. Using nametags may help children to feel less excluded, also using a friendly and welcoming tone helps with this. Another prevention is to try and get children to interact within activities.

Strange Environment Children like to stay in the same places as it makes them feel safe, the idea of a new situation and place may fill them with fear. Making the environment welcoming, introducing the situation places and the activities that will be done helps. Again getting the children to interact with the activities will help Noise Young children can be distracted easily; a noise outside may divide/take their attention. Changing their concentration on the subject. Keeping the children occupied at all times will help stimulate them and stop them from being distracted by other things. Also closing windows or doors when possible.

Hearing problems As the children do suffer with disabilities, hearing may be one of these. Not being able to hear may cause them to feel paranoid. Controlling the tone, speed and clarity of our voices will help the children to hear what we are saying. Making sentences short and simple will also help with this However it ‘s not only the children that may be affected by barriers, care providers also are affected by them. Therefore the next table will be about the barriers that affect the service provider, why they affect them and how to over come them. 10. To develop skills whilst communicating with groups of service users.

11. To be assessed whilst communicating – this will give us guidelines to where we can improve. 12. Gain experience of working with groups, to help us understand how the skills we use affect service users. 13. Provides an educational and stimulating experience for the children, to help them to learn about new situations and teamwork. 14. Enables us to practice skills that we have learnt and been developing through out the coarse. 15. To learn how to break down barriers in communication

16. To give us an understanding of what working in a care setting would be like. 17. To provide a safe play environment with education games for young children 18. To develop ideas on what sort of disabilities people have and how they effect their life style. Each of these help us to develop ideas not only on the coarse but on the practicality of the jobs that this coarse may lead us on to; we should take this into consideration what skills we need to develop. It is also important to appreciate this opportunity to develop and use our skills.

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