Are you listening to me?: communicating with children from four to twelve years old
Hardly any literature exists about having conversations with children. Talking to children is a daily activity for almost everyone. For professionals who work with children it is even an essential activity. Nevertheless we learn little about it in college. In Are you listening to me? Martine Delfos...
Gespeichert in:
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam
Uitgeverij SWP
[2016]
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| Schlagworte: | |
| Online-Zugang: | EFN01 |
| Zusammenfassung: | Hardly any literature exists about having conversations with children. Talking to children is a daily activity for almost everyone. For professionals who work with children it is even an essential activity. Nevertheless we learn little about it in college. In Are you listening to me? Martine Delfos describes how to conduct conversations with children between four and twelve. How can we make them talk about what is on their mind? Should you talk and play at the same time? Which questioning techniques are fit for which age? How can you estimate the mental age of the child? How to enable the c |
| Beschreibung: | 4.5 General attitude |
| Beschreibung: | 1 Online-Ressource |
| ISBN: | 9088504598 |
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| 246 | 1 | 3 | |a Communicating with children from 4 to twelve years old |
| 246 | 1 | 3 | |a Communicating with children from four to 12 years old |
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| 505 | 8 | |a Cover; Title; Copyright; Dedication; Foreword; Short table of contents; Extensive table of contents; 1 Introduction; 1.1 The dominance of language; 1.2 Learning capacity and readiness to learn; 1.3 Reliability and suggestibility; 1.4 Fantasy and reality; 1.5 Working and talking while focussing on the perception and need of the child -- (need-focussed working); 1.6 Framework of a conversation; 1.7 The structure of the book; 2 The Development of Children Aged Four to Twelve; 2.1 The child as small adult; 2.2 The psychosocial development of children aged between four and six | |
| 505 | 8 | |a 2.3 The psychosocial development of children aged between six and eight2.4 The psychosocial development of children aged between eight and ten; 2.5 The psychosocial development of children aged between ten and twelve; 3 Conversing; 3.1 Interpretation; 3.2 Quality of a conversation; 3.3 Conditions for communication; 3.3.1 Place yourself on the same (eye) level as the child; 3.3.2 Look at a child when you're talking to it; 3.3.3 Alternate having eye-contact or not with a child while you're talking to it; 3.3.4 Put the child at ease; 3.3.5 Listen to what the child is saying | |
| 505 | 8 | |a 3.3.6 Show the child with examples that what it says has effect3.3.7 Tell the child that it should tell you what it thinks or wants, because you don't have any way of knowing if the child does not tell you; 3.3.8 Try to combine playing with talking; 3.3.9 Observe that you are breaking off the conversation and will continue it later when you notice that the child withdraws; 3.3.10 When you have had a difficult conversation make sure that the child has a chance to recompose itself again; 3.4 Meta communication; 3.4.1 Make the purpose of the conversation clear | |
| 505 | 8 | |a 3.4.2 Let the child know what your intentions are3.4.3 Let the child know that you need feedback from it; 3.4.4 Let the child know that it may remain silent; 3.4.5 Try to put a name to what you are feeling and follow your feelings; 3.4.6 Invite the child to express his or her opinion about the conversation; 3.4.7 Make meta communication a fixed part of the communication; 3.5 The expertise of the conversation partners; 3.6 The different interests of conversation partners; 3.7 Loyalty; 3.8 Language skill and closeness; 3.9 Transference and countertransference; 4 Conversation Techniques | |
| 505 | 8 | |a 4.1 The structure of a conversation4.1.1 The preparation; 4.1.2 The first step: introducing yourself; 4.1.3 The introduction of the framework of the conversation; 4.1.4 Introduction questions; 4.1.5 The starter question; 4.1.6 The body; 4.1.7 Winding up; 4.2 Interview techniques; 4.2.1 Open and closed questions; 4.2.2 AIn-depth questioning; 4.2.3 Suggestive questions; 4.2.4 Multiple questions; 4.2.5 Repeat or clarify the question; 4.2.6 Repeating or summarising the answer; 4.2.7 Asking in a summarising manner; 4.3 The feeling; 4.4 Body language; 4.4.1 Posture; 4.4.2 Using the voice | |
| 520 | 3 | |a Hardly any literature exists about having conversations with children. Talking to children is a daily activity for almost everyone. For professionals who work with children it is even an essential activity. Nevertheless we learn little about it in college. In Are you listening to me? Martine Delfos describes how to conduct conversations with children between four and twelve. How can we make them talk about what is on their mind? Should you talk and play at the same time? Which questioning techniques are fit for which age? How can you estimate the mental age of the child? How to enable the c | |
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| 653 | 0 | |a Communication | |
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| 776 | 0 | 8 | |i Print version |n Druck-Ausgabe |z 9789066653665 |a Delfos, Martine Francis |t Are you listening to me? : Communicating with children from four to twelve years old |d Amsterdam : Uitgeverij SWP, ©2013 |
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Datensatz im Suchindex
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| author | Delfos, Martine F. 1947- |
| author_GND | (DE-588)128944234 |
| author_facet | Delfos, Martine F. 1947- |
| author_role | aut |
| author_sort | Delfos, Martine F. 1947- |
| author_variant | m f d mf mfd |
| building | Verbundindex |
| bvnumber | BV047705690 |
| collection | ZDB-4-NLEBK |
| contents | Cover; Title; Copyright; Dedication; Foreword; Short table of contents; Extensive table of contents; 1 Introduction; 1.1 The dominance of language; 1.2 Learning capacity and readiness to learn; 1.3 Reliability and suggestibility; 1.4 Fantasy and reality; 1.5 Working and talking while focussing on the perception and need of the child -- (need-focussed working); 1.6 Framework of a conversation; 1.7 The structure of the book; 2 The Development of Children Aged Four to Twelve; 2.1 The child as small adult; 2.2 The psychosocial development of children aged between four and six 2.3 The psychosocial development of children aged between six and eight2.4 The psychosocial development of children aged between eight and ten; 2.5 The psychosocial development of children aged between ten and twelve; 3 Conversing; 3.1 Interpretation; 3.2 Quality of a conversation; 3.3 Conditions for communication; 3.3.1 Place yourself on the same (eye) level as the child; 3.3.2 Look at a child when you're talking to it; 3.3.3 Alternate having eye-contact or not with a child while you're talking to it; 3.3.4 Put the child at ease; 3.3.5 Listen to what the child is saying 3.3.6 Show the child with examples that what it says has effect3.3.7 Tell the child that it should tell you what it thinks or wants, because you don't have any way of knowing if the child does not tell you; 3.3.8 Try to combine playing with talking; 3.3.9 Observe that you are breaking off the conversation and will continue it later when you notice that the child withdraws; 3.3.10 When you have had a difficult conversation make sure that the child has a chance to recompose itself again; 3.4 Meta communication; 3.4.1 Make the purpose of the conversation clear 3.4.2 Let the child know what your intentions are3.4.3 Let the child know that you need feedback from it; 3.4.4 Let the child know that it may remain silent; 3.4.5 Try to put a name to what you are feeling and follow your feelings; 3.4.6 Invite the child to express his or her opinion about the conversation; 3.4.7 Make meta communication a fixed part of the communication; 3.5 The expertise of the conversation partners; 3.6 The different interests of conversation partners; 3.7 Loyalty; 3.8 Language skill and closeness; 3.9 Transference and countertransference; 4 Conversation Techniques 4.1 The structure of a conversation4.1.1 The preparation; 4.1.2 The first step: introducing yourself; 4.1.3 The introduction of the framework of the conversation; 4.1.4 Introduction questions; 4.1.5 The starter question; 4.1.6 The body; 4.1.7 Winding up; 4.2 Interview techniques; 4.2.1 Open and closed questions; 4.2.2 AIn-depth questioning; 4.2.3 Suggestive questions; 4.2.4 Multiple questions; 4.2.5 Repeat or clarify the question; 4.2.6 Repeating or summarising the answer; 4.2.7 Asking in a summarising manner; 4.3 The feeling; 4.4 Body language; 4.4.1 Posture; 4.4.2 Using the voice |
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| illustrated | Not Illustrated |
| index_date | 2024-07-03T18:59:06Z |
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| institution | BVB |
| isbn | 9088504598 |
| language | English |
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| spelling | Delfos, Martine F. 1947- Verfasser (DE-588)128944234 aut Are you listening to me? communicating with children from four to twelve years old Martine F. Delfos Communicating with children from 4 to 12 years old Communicating with children from 4 to twelve years old Communicating with children from four to 12 years old Are you listening to me Amsterdam Uitgeverij SWP [2016] © 2016 1 Online-Ressource txt rdacontent c rdamedia cr rdacarrier 4.5 General attitude Cover; Title; Copyright; Dedication; Foreword; Short table of contents; Extensive table of contents; 1 Introduction; 1.1 The dominance of language; 1.2 Learning capacity and readiness to learn; 1.3 Reliability and suggestibility; 1.4 Fantasy and reality; 1.5 Working and talking while focussing on the perception and need of the child -- (need-focussed working); 1.6 Framework of a conversation; 1.7 The structure of the book; 2 The Development of Children Aged Four to Twelve; 2.1 The child as small adult; 2.2 The psychosocial development of children aged between four and six 2.3 The psychosocial development of children aged between six and eight2.4 The psychosocial development of children aged between eight and ten; 2.5 The psychosocial development of children aged between ten and twelve; 3 Conversing; 3.1 Interpretation; 3.2 Quality of a conversation; 3.3 Conditions for communication; 3.3.1 Place yourself on the same (eye) level as the child; 3.3.2 Look at a child when you're talking to it; 3.3.3 Alternate having eye-contact or not with a child while you're talking to it; 3.3.4 Put the child at ease; 3.3.5 Listen to what the child is saying 3.3.6 Show the child with examples that what it says has effect3.3.7 Tell the child that it should tell you what it thinks or wants, because you don't have any way of knowing if the child does not tell you; 3.3.8 Try to combine playing with talking; 3.3.9 Observe that you are breaking off the conversation and will continue it later when you notice that the child withdraws; 3.3.10 When you have had a difficult conversation make sure that the child has a chance to recompose itself again; 3.4 Meta communication; 3.4.1 Make the purpose of the conversation clear 3.4.2 Let the child know what your intentions are3.4.3 Let the child know that you need feedback from it; 3.4.4 Let the child know that it may remain silent; 3.4.5 Try to put a name to what you are feeling and follow your feelings; 3.4.6 Invite the child to express his or her opinion about the conversation; 3.4.7 Make meta communication a fixed part of the communication; 3.5 The expertise of the conversation partners; 3.6 The different interests of conversation partners; 3.7 Loyalty; 3.8 Language skill and closeness; 3.9 Transference and countertransference; 4 Conversation Techniques 4.1 The structure of a conversation4.1.1 The preparation; 4.1.2 The first step: introducing yourself; 4.1.3 The introduction of the framework of the conversation; 4.1.4 Introduction questions; 4.1.5 The starter question; 4.1.6 The body; 4.1.7 Winding up; 4.2 Interview techniques; 4.2.1 Open and closed questions; 4.2.2 AIn-depth questioning; 4.2.3 Suggestive questions; 4.2.4 Multiple questions; 4.2.5 Repeat or clarify the question; 4.2.6 Repeating or summarising the answer; 4.2.7 Asking in a summarising manner; 4.3 The feeling; 4.4 Body language; 4.4.1 Posture; 4.4.2 Using the voice Hardly any literature exists about having conversations with children. Talking to children is a daily activity for almost everyone. For professionals who work with children it is even an essential activity. Nevertheless we learn little about it in college. In Are you listening to me? Martine Delfos describes how to conduct conversations with children between four and twelve. How can we make them talk about what is on their mind? Should you talk and play at the same time? Which questioning techniques are fit for which age? How can you estimate the mental age of the child? How to enable the c Parent and child Communication Electronic books Print version Druck-Ausgabe 9789066653665 Delfos, Martine Francis Are you listening to me? : Communicating with children from four to twelve years old Amsterdam : Uitgeverij SWP, ©2013 |
| spellingShingle | Delfos, Martine F. 1947- Are you listening to me? communicating with children from four to twelve years old Cover; Title; Copyright; Dedication; Foreword; Short table of contents; Extensive table of contents; 1 Introduction; 1.1 The dominance of language; 1.2 Learning capacity and readiness to learn; 1.3 Reliability and suggestibility; 1.4 Fantasy and reality; 1.5 Working and talking while focussing on the perception and need of the child -- (need-focussed working); 1.6 Framework of a conversation; 1.7 The structure of the book; 2 The Development of Children Aged Four to Twelve; 2.1 The child as small adult; 2.2 The psychosocial development of children aged between four and six 2.3 The psychosocial development of children aged between six and eight2.4 The psychosocial development of children aged between eight and ten; 2.5 The psychosocial development of children aged between ten and twelve; 3 Conversing; 3.1 Interpretation; 3.2 Quality of a conversation; 3.3 Conditions for communication; 3.3.1 Place yourself on the same (eye) level as the child; 3.3.2 Look at a child when you're talking to it; 3.3.3 Alternate having eye-contact or not with a child while you're talking to it; 3.3.4 Put the child at ease; 3.3.5 Listen to what the child is saying 3.3.6 Show the child with examples that what it says has effect3.3.7 Tell the child that it should tell you what it thinks or wants, because you don't have any way of knowing if the child does not tell you; 3.3.8 Try to combine playing with talking; 3.3.9 Observe that you are breaking off the conversation and will continue it later when you notice that the child withdraws; 3.3.10 When you have had a difficult conversation make sure that the child has a chance to recompose itself again; 3.4 Meta communication; 3.4.1 Make the purpose of the conversation clear 3.4.2 Let the child know what your intentions are3.4.3 Let the child know that you need feedback from it; 3.4.4 Let the child know that it may remain silent; 3.4.5 Try to put a name to what you are feeling and follow your feelings; 3.4.6 Invite the child to express his or her opinion about the conversation; 3.4.7 Make meta communication a fixed part of the communication; 3.5 The expertise of the conversation partners; 3.6 The different interests of conversation partners; 3.7 Loyalty; 3.8 Language skill and closeness; 3.9 Transference and countertransference; 4 Conversation Techniques 4.1 The structure of a conversation4.1.1 The preparation; 4.1.2 The first step: introducing yourself; 4.1.3 The introduction of the framework of the conversation; 4.1.4 Introduction questions; 4.1.5 The starter question; 4.1.6 The body; 4.1.7 Winding up; 4.2 Interview techniques; 4.2.1 Open and closed questions; 4.2.2 AIn-depth questioning; 4.2.3 Suggestive questions; 4.2.4 Multiple questions; 4.2.5 Repeat or clarify the question; 4.2.6 Repeating or summarising the answer; 4.2.7 Asking in a summarising manner; 4.3 The feeling; 4.4 Body language; 4.4.1 Posture; 4.4.2 Using the voice |
| title | Are you listening to me? communicating with children from four to twelve years old |
| title_alt | Communicating with children from 4 to 12 years old Communicating with children from 4 to twelve years old Communicating with children from four to 12 years old Are you listening to me |
| title_auth | Are you listening to me? communicating with children from four to twelve years old |
| title_exact_search | Are you listening to me? communicating with children from four to twelve years old |
| title_exact_search_txtP | Are you listening to me? communicating with children from four to twelve years old |
| title_full | Are you listening to me? communicating with children from four to twelve years old Martine F. Delfos |
| title_fullStr | Are you listening to me? communicating with children from four to twelve years old Martine F. Delfos |
| title_full_unstemmed | Are you listening to me? communicating with children from four to twelve years old Martine F. Delfos |
| title_short | Are you listening to me? |
| title_sort | are you listening to me communicating with children from four to twelve years old |
| title_sub | communicating with children from four to twelve years old |
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