**4. Conclusions**

Since ancient times, human beings have felt the need to group in societies so establish relationships and socialise with others. This process is possible due to dialectical exchanger and in general to communication. Every communication form is possible due to signs, that link to a concrete and intelligible referent (as word), and to symbols. These two systems form the set of expressive forms (symbolic), given by language, science, myth, religion, philosophy, art, etc. It should however be noted that communication is not a simple linguistic act, but it is an action inserted in a dynamic process that a person does through another as the consequence of the information or the message sent and/or received, of transformations and changes, more or less significant, in behaviours, in attitudes, in moods, in the ways to interact with our and someone else's social world [1, 8].

Inside the communication, as already said, it is possible to distinguish two forms, which have different characteristic and appear in totally different way. Verbal communication is deliberate and arbitrary, it serves to argue, describe and narrate, by giving information about expressed topics. On the other hand, nonverbal communication is mostly unconscious, not intentional and can be ambiguous; it gives information about the subject expressing it, but not about the expressed concepts. In addition, it is important to notice that, while verbal communication tends to be characterised by partners that, in turn, speak and listen, sending and receiving nonverbal signs normally occurs simultaneously. Communication comes before and results more effective and relevant through nonverbal channel, with respect to the verbal one [6, 20].

In conclusion, it is possible to underline how communication is the fundamental base of interpersonal relationships and how the most spontaneous way to transmit something about us to another person is through verbal and nonverbal language. This last, most of the time, is not controlled by the transmitter, but allows to send important information about us, our mental status, about the humoral one, about characteristics of our own personality and even about our own story. By sending this type of information it is possible, in some way, to influence the other, by suggesting contents that the recipient can accept or not. One more time this underlines the importance of communication in all the different forms and the need to explore the knowledge of all various aspects of it [3].

Ongoing has already been highlighted the cultural influence in various communication elements; in summary, in intercultural communication it must surely learn to be aware of differences in nonverbal forms and other cultural aspects. Knowledge of nonverbal language of its meaning and verbal expressions, to which it corresponds, in fact, it can help to achieve a better communicative competence and develop a major comprehension and tolerance through interlocutors. More information and multicultural communicative competences we manage to acquire, and it will be easier to adopt strategic behaviours for a successful communication.

Nonverbal communication characterises most of the communicative process that can occur between two or more persons: it is always present and it can reveal lots of particulars related to a person with which there is communication. These components are not often very considered as, in adults, the importance is mostly given to the verbal aspect of the communication; thing that do not occur with children. These last, since childhood, tend to trust mostly the nonverbal attitude, the face expression, smiles, looks, gestures and the interlocutor position in front of them [29], mostly when the interlocutor is incoherent.

Kindergarten welcomes children between 3 and 5 years, to which teaches verbal and nonverbal communication prerequisites. Children of these ages, do not even develop totally the language, so, in order that their communication is incisive, they need the use of the body and its parts to get in touch with peers and adults. It is clear that the knowledge of these arguments taught at kindergarten are not the only element for teacher to keep in mind and maybe neither the most important to the transmission of competences. In fact, for teachers, not only of kindergarten but of all levels, it is fundamental base the work on an effective communication, in which occur, all communication elements, both verbal and nonverbal. Sure, is that everything concerning nonverbal communication development it is easily implemented when competences that have to be transmitted are mastered.

Accordingly, positive teacher-child communication makes it easier for children to adapt to school environment and it positively affects their emotional, social and even cognitive development during this adaptation. Several studies reported that positive teacher-child communication influences children's academic, social success and even their school life in the future [4]. Therefore, for a teacher is strongly important the interpersonal relationship and the communication with his/her students. Interpersonal relationship and communication centrality, in its complexity, are one of the major interesting aspects of the teacher job, since his/her behaviour in various situations often serves to children and people around him/her as a model; so, the more coherent are all body movements, the more believable will be the teacher body language and so his/her own person. The contact with the class, in fact, is established firstly through an effective body language.

This chapter has focused mostly on cultural differences and on children analogic language. At the end of this path inside the communication, it is possible to claim that an optimal development of nonverbal communication elements, sins kindergarten, is fundamental in order that children learn and grow. Investing in language

**79**

**Author details**

Manuela Valentini1

\*, Maria Chiara Mancini<sup>2</sup>

\*Address all correspondence to: manuela.valentini@uniurb.it

University of Urbino Carlo Bo, Urbino, Italy

provided the original work is properly cited.

1 Department of Humanistic Studies, University of Urbino Carlo Bo, Urbino, Italy

development, and in particular that of the body from early childhood (ECD), is one of the best investments a country can make [5]. A password to get first and better

3 Department of Biomolecular Sciences, Division of Exercise and Health Sciences,

© 2020 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/3.0), which permits unrestricted use, distribution, and reproduction in any medium,

2 Graduated in Primary Education Science, University of Urbino Carlo Bo, Italy

and Ario Federici3

*The Body Speaks Society, School and Culture DOI: http://dx.doi.org/10.5772/intechopen.94586*

inside their world, that it is even ours.

*The Body Speaks Society, School and Culture DOI: http://dx.doi.org/10.5772/intechopen.94586*

*Types of Nonverbal Communication*

the knowledge of all various aspects of it [3].

them [29], mostly when the interlocutor is incoherent.

when competences that have to be transmitted are mastered.

in fact, is established firstly through an effective body language.

In conclusion, it is possible to underline how communication is the fundamental base of interpersonal relationships and how the most spontaneous way to transmit something about us to another person is through verbal and nonverbal language. This last, most of the time, is not controlled by the transmitter, but allows to send important information about us, our mental status, about the humoral one, about characteristics of our own personality and even about our own story. By sending this type of information it is possible, in some way, to influence the other, by suggesting contents that the recipient can accept or not. One more time this underlines the importance of communication in all the different forms and the need to explore

Ongoing has already been highlighted the cultural influence in various communication elements; in summary, in intercultural communication it must surely learn to be aware of differences in nonverbal forms and other cultural aspects. Knowledge of nonverbal language of its meaning and verbal expressions, to which it corresponds, in fact, it can help to achieve a better communicative competence and develop a major comprehension and tolerance through interlocutors. More information and multicultural communicative competences we manage to acquire, and it will be easier to adopt strategic behaviours for a successful communication.

Nonverbal communication characterises most of the communicative process that can occur between two or more persons: it is always present and it can reveal lots of particulars related to a person with which there is communication. These components are not often very considered as, in adults, the importance is mostly given to the verbal aspect of the communication; thing that do not occur with children. These last, since childhood, tend to trust mostly the nonverbal attitude, the face expression, smiles, looks, gestures and the interlocutor position in front of

Kindergarten welcomes children between 3 and 5 years, to which teaches verbal and nonverbal communication prerequisites. Children of these ages, do not even develop totally the language, so, in order that their communication is incisive, they need the use of the body and its parts to get in touch with peers and adults. It is clear that the knowledge of these arguments taught at kindergarten are not the only element for teacher to keep in mind and maybe neither the most important to the transmission of competences. In fact, for teachers, not only of kindergarten but of all levels, it is fundamental base the work on an effective communication, in which occur, all communication elements, both verbal and nonverbal. Sure, is that everything concerning nonverbal communication development it is easily implemented

Accordingly, positive teacher-child communication makes it easier for children

This chapter has focused mostly on cultural differences and on children analogic language. At the end of this path inside the communication, it is possible to claim that an optimal development of nonverbal communication elements, sins kindergarten, is fundamental in order that children learn and grow. Investing in language

to adapt to school environment and it positively affects their emotional, social and even cognitive development during this adaptation. Several studies reported that positive teacher-child communication influences children's academic, social success and even their school life in the future [4]. Therefore, for a teacher is strongly important the interpersonal relationship and the communication with his/her students. Interpersonal relationship and communication centrality, in its complexity, are one of the major interesting aspects of the teacher job, since his/her behaviour in various situations often serves to children and people around him/her as a model; so, the more coherent are all body movements, the more believable will be the teacher body language and so his/her own person. The contact with the class,

**78**

development, and in particular that of the body from early childhood (ECD), is one of the best investments a country can make [5]. A password to get first and better inside their world, that it is even ours.
