Communication in Early Childhood

This paper presents an essay to support the importance of effective communication skills in early childhood educators. Communication is defined as the successful passage of information from one person to another. In early childhood education, the relevance of effective communication is of great importance given the stage of the students' development (Shapiro, 1999). At this stage, the students' attention is minimal, and their commitment to anything is at the very lowest. Therefore, this calls for effective communication so that the students, while at their tender age, are able to understand the information being passed on by their instructors. Early childhood educators need effective communication for them to relay information to students, their co-workers, and parents.

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Effective Communication Skills in Early Childhood Educators

Early childhood educators make contact with students, parents, and their co-workers (Oatley & Jenkins, 2007). These groups can be from different backgrounds. For educators to pass information effectively to these parties, their communication skills must be effective. These groups can also be from various language proficiency backgrounds. Some could be good at English, while others could not. Therefore, the ability of educators to be effective in both verbal and non-verbal communication would serve to pass the intended information appropriately.

Young students are out to learn. This forms the main reason why their parents would prepare them for education. Various states and governments have invested a substantial amount of resources in education of their citizens. Among the skills to be acquired by students are communication skills. For them to learn information properly, they have to be taught by qualified and effective communicators (Casper & Theilheimer, 2009). It would be difficult for anyone to learn anything from a trainer who is not qualified or effective. Therefore, students should be trained adequately to become effective communicators.

Effective communication skills are also necessary for giving correct instructions and information to students (Robbins, Judge, Millett, & Boyle, 2011). The main purpose of students' going to school is to learn. This requires that they pay attention to their teachers, understanding the instructions correctly and following the directions as given by their trainers. This cannot be achieved if educators do not have effective communication skills. A combination of both verbal and non-verbal skills would be critical to attaining the goals. For students to learn productively, their educators are required to possess effective communication skills.

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In any social set-up, there are people with special needs (Berko et al., 2005). Also, in any learning set-up, there could be students with challenges. These can be social problems, emotional challenges, and physical or mental disabilities. In cases where such groups form a classroom, educators should have effective communication skills (Innis,2005). All students have to be taught regardless of the challenges they face. Educators would also be in a better position to understand students' communication. This is critical in addressing the concerns raised appropriately. By so doing, students will be able to develop the necessary skills.


Undoubtedly, communication skills are central to any successful venture. In learning, some form of communication between a trainer and a student is required. Once skills have been acquired, they will require to be imparted to others. The application of the skills can also be done through communication. The skills are critical in early childhood education since young students are at a stage where they have to learn the art of speaking, reading, and writing. When they are trained by qualified educators on effective skills, students develop and become great communicators in various fields in life. Hence, good and effective communication skills are important in early childhood education.


  1. Berko, R., Wolvin, A., Wolvin, D., & Aitken, J. (2005). Communicating. Boston, MA: Pearson Education, Inc.
  2. Casper, V., & Theilheimer, R. (2009).Introduction to early childhood education: Learning together New York: McGraw-Hill.
  3. Innis, H.(2005). Empire and communications. Toronto, Ont.: University of Toronto Press.
  4. Oatley, K., & Jenkins, J. M.(2007). Understanding emotions (2nd ed.). Malden, Massachusetts: Blackwell Publishing.
  5. Robbins, S., Judge, T., Millett, B., & Boyle, M. (2011). Organisational behaviour. Pearson, French's Forest, NSW.
  6. Shapiro, N. (1999). The developmental-interaction approach to education: Retrospect andprospect.Occasional Paper Series (New York: Bank Street College of Education).
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