Non Verbal Communication

In this essay, it will be discussed how non-verbal communication can affect how we value diversity. It will be explored through gestures, dance, assertiveness and linking verbal and nonverbal communication, to empower the wider network of cultures and origins of the children and adults associated with the Early Childcare setting.

“Valuing diversity is what institutions and members of communities do to acknowledge the benefits of their differences and similarities. They work to build sustainable relationships among people and institutions with diverse memberships.” (LeFlore 2004). In an Early Childcare setting us as practitioners must value diversity and leave our own perceptions and stereotypes outside of the workplace. As humans we categorise

Without it the importance of the subject can be lost. Non-verbal communication can often go unnoticed to the practitioner themselves. They are unaware of what they are doing. In these situations you must be assertive and make them aware of these without coming across as offensive. A practitioner must find a balance between being aggressive and assertive. If the practitioner comes across as aggressive the point will not come across correctly. This can often happen when there is a cultural difference. This must be identified and the practitioner must be very sensitive around it. It can be backed up with the use of non-verbal communication so the person feels less victimised and help them to realise that you are providing them with constructive criticism. (Gorey 2013). In component 11.3 of Siotla this can be put into practise by setting up constructive meetings where each practitioner observes as they are working and takes note of anything that may arise (NCCA 2006. This could be quite challenging to begin with as some of the practitioners may feel uncomfortable. But with the use of a technique like this the practitioners use reflective practise. There can be long term benefits as the practitioners begin to become open minded by accepting constructive criticism and seeing what they are doing in the view of someone else. Therefore improving the environment for all the stakeholders in the

For example when a person meets someone they know they smile and say “Hello”. There are in fact six ways that we use non-verbal communication with verbal communication (Knapp 1978 cited Thompson 2009 pg113). These are substitution, accentuation, repetition, contradiction, complementing and regulation. As practitioners there is a responsibility that each child learns each of these. It happens subconsciously, they learn by exposure. They know that often if they are in trouble with the shake of the head or a shake of the index finger. There are no words needed. This is called substitution. The child also learns that if the spoken word is used with a non-verbal gesture such as shaking the index finger at them that they are in more trouble than just the use of substitution. This is called accentuation. Repetition is used consistently when using verbal communication. This is where both the verbal message and non-verbal message match each other completely. For example when two people face each other it is seen as both are engaging and have full attention on what is happening. If this does not happen with a child they can often feel like the practitioner is not listening or not feel as important as they should. When this does not happen it is called contradiction. Contradiction can mean that the child, families or even fellow practitioners feel that their problem is insignificant and often there can be a break in the trust.