Joshua Paterson

Thompsons theory on group communication Dr Neil Thompson formulated a theory on communication that takes into account people social relation with the speakers. Neil Thompsons Interest in early language began in his early years where he quickly established that language shaped identity, and social work. Thompson stated that that everyone is socially located meaning that in all interaction we show a lot about ourselves and our upbringing. [8] We can see examples of what we can display during a communication in the graph below

Fig 2.1 Thompson philosophised that there were five key points to avoid for an active and meaningful communication and interaction: [13] 1. Make judgements about each other. 2. Try to take control of others through manipulative use of language. 3. Be overpowering but should try to respond to people spontaneously. 4. Be fixed in our ideas but should be open to other people's ideas. 5. Consider ourselves to be superior but should try to develop unity and empathy. [8] Not making judgments of others is the first of Thompsons key points and is fairly self explanatory but is necessary for an understanding of the theory; it means that one must be tolerant of everyones rights, beliefs, diversity and confidentiality. In an early year setting this can be displayed and used in group sessions particularly when talking about religion and cultural traditions, if they dont make uninformed judgments on each other or at least do not voice their opinions they can advance up Maslows hierarchy. Trying not to take control of others through manipulative language, this is a much more complicated idea to grasp it means to try not to affect or control other people by being a snake with a honey on their forked tongue and using words and language to influence what people think and feel. In an early years setting this could be displayed during a inter staff and inter pupil communications and the politics that is rife and natural in these types of workplaces. By avoiding this urge this allows you to form better working relationships with your peers allowing you to come that step closer to self actualisation on Maslows hierarchy The third principle of Thompsons theory is to not be overpowering but should try to respond to people spontaneously. This simply means not to over plan or is over exertive in your views and wishes when communicating with other people, it is important to do this otherwise you risk violating their rights as well as potentially breaking one or more of the core care values. In an early years care setting one has to be careful not to break the principle when talking with a young child about ethics or their own values as if the teacher is overpowering in their arguments this can adversely affect the childs own views either in favour or against the teachers own. This blocks their advancement up Maslows hierarchy as it slows their ability to form meaningful relationships. Being flexible in our ideas as well as being open to other people's ideas are the fourth key ideal in Thompsons theory but are just as important as the others. The

Joshua Paterson
idea of the principle is simple as it means just what it says we need to be flexible in our ideas opening ourselves up to other peoples ideas so as to improve our own knowledge. This is the paramount principle in early years care settings as it is one of the spear tips of the principles drilled into children during their school life while they are still impressionable, for example having an object that during group discussions that when held allows for them to speak while the others must remain silent making them listen. This allows them not only to gain intelligence but also form social relationships with each other giving them a chance to reach self actualisation on Maslows hierarchy The final key point is considering ourselves to be equal to each other while trying to develop unity and empathy, this means to see all human beings as one, be they young, old, black, white fat or thin. In early years setting this is near paramount as it is crucial that the school is seen as being equal opportunities, an example of this would be teaching the children about different cultures and religions so they can understand and accept these differences. This allows for them all to advance up Maslows hierarchy of needs on the endless quest for self actualisation.