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Essay about Communication: A Fundamental Part of the Early Childhood Teacher's Role

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This essay will discuss communication as being a fundamental part of the early childhood teacher’s role. Educators will communicate with many people during the course of their day. Developing positive relationships through open communication is a strategy that will benefit teachers, parents and most importantly, their students. Teachers must establish limits and expectations for students, not only in the classroom, but within individual lessons. Behaviour management is an essential skill that will be utilised regularly and will require a teacher to develop strategies for dealing with a variety of behaviours. Teachers are role models to their students, and this includes role modelling verbal and written communication methods. The teacher’s verbal and written communication skills must be of a high standard. Listening skills are essential in effective communication. Clear, concise communication is fundamental to quality education practices in the early childhood sector.

Teachers communicate with a range of people on a daily basis. These people include students, parents and extended family, other teachers and school staff (Marsh, 2004, p.153). Fostering relationships with these groups of people will make communication easier and more effective. It is essential that teachers develop strong relationships with other teachers and staff at the school to foster a cohesive workplace. The level of communication teachers engage in will depend on the age and skill level of the receiver. Utilising a variety of communication methods is a sound way to develop relationships with students, colleagues and parents. Teachers may have to adjust or modify their communication styles when interacting with different parents, especially when considering ...


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...y.curtin.edu.au/eres_display.cgi?url=dc60262400.pdf©right=1

Eggen, P. & Kauchak, D. (2010). Educational psychology: Windows on classrooms. (8th Ed.). Upper Saddle River, New Jersey: Pearson Education.

Fetherston, T. (2007). Becoming an effective teacher, South Melbourne: Cengage Learning.

Makin, L., Jones Diaz, C., & McLachlan, C. (2007). Literacies in childhood: Changing views, challenging practice (2nd Ed.). NSW, Australia: Elsevier Australia.

Marsh, C. (2004). Becoming a teacher. (3rd Ed.). Frenchs Forest, NSW: Pearson Education.

Prozesky, P.R. (2000). Communication and effective teaching. Community Eye Health, 13, 44-45. Retrieved from http://www.cehjournal.org/download/ceh_13_35_044.pdf

Whitton, D., Barker, K., Nosworthy, M. Sinclair, C., Nanlohy, P. (2010). Learning for teaching: Teaching for learning. South Melbourne: Cengage Learning.


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