NVQ Level 2 Children’s learning, care
and development
How to manage disagreements with adults
There will always be times when you disagree with adults in your setting.
The way that you cope with these disagreements is very important.
Keys to good practice: How to cope with
disagreements with adults
✓ Always remain calm and polite.
✓ Listen carefully and respect the other adult’s point of view.
✓ If you need to have a discussion do so in a private space.
✓ Always ensure that your supervisor is aware of any difficulties.
✓ Avoid making personal comments.
✓ Seek another adult to mediate if you cannot agree.
✓ Ensure children are never aware of any disagreements.
✓ Refer to your setting’s grievance procedure if a disagreement cannot be resolved.
Why it is important to reassure adults of the confidentiality of
shared information
You may have already encountered a situation in your setting where you
have been asked to maintain confidence over an issue. This may have been
from a parent or colleague. When people give you confidential information
they are showing that they trust you. Therefore what you do with this
information is an essential part of your role and that of your setting.
Carefully read the diagram below to find out how to reassure parents and
colleagues that any information shared will be treated confidentially.
Check it out
Ask if you can see your
setting’s policy with regard
to confidentiality.
How are you encouraged to
follow this policy in your
work setting?
Before you are told anything, always tell the adult that you will have to
share the information with your supervisor. The adult can then decide if he
or she still wants to talk to you.
Talk to them in a
private place.
How to reassure adults that shared
information will be treated confidentially
Always check with your supervisor before you pass information
on to parents as you may unknowingly breach confidentiality.
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Assure them that information will
not be discussed with anyone
outside the setting.
Case study 3: Sharing confidential information appropriately
Siobhan is asked by one of her fellow trainees, Charlotte, if she can talk to her in private. As they go to
college together every week Siobhan thinks that Charlotte just wants to chat about her boyfriend and
agrees to meet Charlotte in the staffroom during their lunch break. They will be the only staff on their
break. However, Charlotte tells Siobhan that it is something to do with work. Siobhan feels
uncomfortable and tells Charlotte that she may have to share information with her supervisor as she may
not be able to keep it to herself. Charlotte immediately bursts into tears and tells Siobhan that she is very
unhappy with the way one of the members of staff is treating her. Siobhan promises not to tell anyone
but encourages Charlotte to go and tell her supervisor. Charlotte agrees to talk to her the next day.
1 How do you think Siobhan reacted to the situation?
2 What do you think Charlotte felt when Siobhan told her she may have to share her confidence?
3 Do you think Charlotte could have dealt with the situation on her own?
Understand your organisation’s information exchange policy
When you exchange any information your setting should have clear
guidelines as to how this is done. Exchange of information can be very
positive if carried out appropriately. Your setting will have guidelines on
how to exchange information in writing but you should also understand
the importance of verbal communication, including emergency
communication exchange.
Keys to good practice: How to exchange information
with adults positively
✓ Always find out what the adult’s
✓ Sometimes repeat what the other
✓ Ensure that information is exchanged
✓ Speak clearly.
✓ Reassure adults.
✓ Give adults time to ask questions or
preferred name is that you should use.
in an appropriate environment.
✓ Be very clear about what you are
communicating.
✓ Make eye contact.
✓ Nod or smile and lean forward slightly
to show you are listening.
person says.
make comments.
✓ Consider how to verbally exchange
information with an adult who speaks
English as an additional language.
Contribute to positive relationships
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NVQ Level 2 Children’s learning, care
and development
If you have to exchange information that is negative you should
try to start with something positive, for example ‘James has tried
very hard to play with the other children today. However, we did
have to talk to him about …’
enings
Open days or ev
ents
Fund-raising ev
In this way you will help the parents to understand that James’
behaviour has not been completely negative. Remember that it is
natural for people to focus upon negative information.
There will probably be plenty of opportunities in your setting for
information to be exchanged with carers in a positive way. Study
the chart below and tick the items that your setting carries out.
You might add some more to the list!
•
ssions
Information se
ops
Topical worksh
Celebrations
Social function
s
Social parents’ evenings are a good way to exchange information
Keys to good practice: How to exchange emergency
information
✓
✓
✓
✓
✓
✓
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Focus groups
Stay calm.
Ensure you are talking to the correct person.
Clarify who you are.
Give a reason for your call.
Explain what is happening.
If you leave a message, leave a contact telephone number.
Check it out
Find out from your
supervisor what your
setting’s policy is with
regard to verbal information
exchange and emergency
information exchange.
Evidence collector
This evidence collector supports elements CCLD 203.1,203.2,203.3
Key Skills
C
AoN
IT
This activity will require you to understand how important it is that you contribute to positive
relationships with the children in your setting.
Design a booklet that will encourage new practitioners to communicate clearly with children. Your
booklet must refer to:
using language the child will understand
how children must be valued
how children can be encouraged to make choices
preferred ways of communication
using different methods of communication
acting as a role model.
•
•
•
•
•
•
Use the computer to design the booklet. Make sure it is simple and attractive. If you use photographs
ensure you have gained permission.
End-of-unit knowledge check
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What are verbal skills?
What are non-verbal skills?
What is appropriate body language?
Name three ways in which you can show a child that you are listening
to him or her.
What does gesticulate mean?
List three opportunities for individual conversation with a child in
your setting.
How could a feely bag activity encourage listening skills?
How do children’s communication skills develop?
What is a child called who speaks two or more languages?
What does it mean to speak English as an additional language?
Why is it important to allow children to make choices?
Where was Highscope developed?
What are the three things you need to be when communicating
with children?
Name two communication barriers.
When should you seek another adult to mediate in a disagreement?
How would you deal with confidential information from a parent?
Where should you talk confidentially to a parent?
Why should you sometimes nod or smile when exchanging
information?
How should you communicate in an emergency?
Name two events that could encourage the exchange of information
with parents?
Contribute to positive relationships
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