*Proxemics*

*Types of Nonverbal Communication*

ability of their talking way [17].

research [25].

them to learning [17, 25].

which one gets in touch becomes essential.

*Expressions*

differences and personal social status, has a particularly important role during starting language development. Children, when using gestures when they are not yet able to produce word and combining words and gestures when their repertoires are still limited, increase their communicative potential and communicate over the

Up to 3 years infants do not combine gestures with words, then they arrive to a turning point in which they start to combine them and synchronise le production of gestures and words. The start of this combination, in correspondence of kindergarten, announces a new linguistic developing phase of children and expands notably the range of their communicative systems. These characteristics of semantic integration and temporal sync, characterise the relationship between gesture and language even in adults. In fact, children from 3 years use gestures like adults [26]. As for adults, even for children, the use of gestures during a speech supports the collection of information from the memory and it lightens, by acting as an instrument, the charge of cognitive work of vocal process, by facilitating the lexical

In addition, Goldin-Meadow, Cook and Mitchell's 2009 research, showed a strong relation between gesture learning: in fact, the use of gestures helps children learning, therefore, the teacher has to stimulate it. For example, Clark et al., in 1974, showed that indicative gestures of adult speakers have helped understanding adults speech. Tfouni and Klatzky, in 1983, discovered that indicative gestures help children understanding the meaning of deictic words as, for example, "this". In 2008, McGregor reported a series of studies that show that hand gestures used in communication adult-child have been functional for the acquisition of an early vocabulary. Gesturing, by students, increases their implicit knowledge and prepares

As already said, gestures can be more or less conventional, but every child is different, so it is important to pass time with him to learn his gestures and meanings. It is fundamental, during Primary school, to promote the transition from the dimension of spontaneous expression to that of intentional gestural communication [1].

Smile is one of the first mechanisms of social intelligence that is developed by children, to the point that 90% of infants has already smiled during the first two months of life. When one relates to such young subjects, a smile can reduce many barriers during the communication; a smile is also able to create a comfortable situation, that "connects" the subjects, provides and opens the communication channels. This aspect has strong cultural roots; therefore, the essence and intensity of children smiles varies according to the sociality and the culture to which they belong [16]: as a matter of fact, in the same occasions we smile neither in the same way nor with the same frequency. At first, children find it easy to smile and laugh, but their culture can inhibit their spontaneity, especially in girls, insisting on the fact that a woman should be introverted and reserved with advancing age. To the boys, on the other hand, could be taught to hide their feelings, as a sign of masculinity, with the result that, besides the tears, they will inhibit also a smile or a laugh*.* Ultimately, it seems that a child inherits a raw action, and then refines it with social experience. A person who belongs to an expansive culture could judge insincere a smile of another person who belongs to a more reserved culture, when in reality it's just an attenuated form of expression, conveyed by the cultural contest of belonging. In this case, knowing how to be on the specific wavelength of the culture with

Look is linked to the internal emotive component of children: the expression of his own emotions, in fact, supply information on the internal status of the child that, at the same time through look direction (that is eye movement),

**74**

The space is a very important aspect, in fact, since birth are necessary relationships that are built inside an intimate and personal space. But age is an aspect that affects the space use; in fact, a research has shown that from 3 years old to almost 21, personal space increase gradually and constantly. This has been demonstrated both in naturalistic and experimental contexts. However, Proxemics is not influenced only by age, but also by cultural, familiar and gender differences [11]. The teacher, in fact, has to try to establish physical contact with his/her students, but respecting times and modality of each one of them; if not he/she risks to invade the student personal space by creating inconveniences and negative reactions, that affect the relation and the development of the child.

Throughout history, experts have succeeded in formulate various strategies to try to improve non-verbal communication in children, included those with disabilities. For example, children, especially those with ASD, often need to be taught about eye contact or to hold body contact. Eye contact can be stimulated and taught by holding objects, that they draw their attention, in front of own eyes; as time goes by, ASD individual will look up independently, when he/she chase something.

These strategies are important because, first of all, allowing all of them to learn how to communicate with each other without the barrier of verbal language, creates a sense of empathy, patience, understanding and equality.

## **3.2 The teacher of kindergarten and primary school**

The presence of motivated, prepared teachers that are also careful to children groups specificity, is an essential quality factor for the construction of a friendly, inclusive, sure and well organised environment, also capable to stimulate trust in parents and community [27]. So, the teacher has to create conditions in order that students can learn in the best conditions, by identifying his/her role of speaker, harmoniser and stimulus in relationships between students and knowledge. Context is a fundamental element for the child, because, when he realises of being in a suitable space, he starts to communicate in a relaxed manner, not only verbally, but also with his own body; in addition, the child can establish good relations with his friends in a conscious way [15].

Teachers communication is of great importance in children educative process; in fact, according to Pianta studies, have effective communicative capacities is very important for their development and education. It was determined that pre-school children who perceive their relation with their teachers as positive, warm and close had better school adaptation. However, school adaptation of students who perceive their relation with their teachers as negative were poorer compared to others. In similar studies, Brich and Ladd in 1997, and Justice, Cottone, Mashburn, RimmKaufman in 2008, it was revealed that when child-teacher relationship is negative, children exhibit negative attitudes towards school, have poor academic

success, spend less time at school environment, and avoid from being at school and cooperation in the class [4].

It is fundamental that the teacher, starting from kindergarten, is capable of transmit messages effectively, as is, that is an expert in oral expression and in verbal explanation of certain concepts. But it is not enough: it's not only about what it said, but how is said [28]. The positive or negative attitudes and behaviours that the teacher assumes towards the child, and the verbal and non-verbal messages, which he sends, are closely correlated with the confidence, autonomy and emotions of assertiveness, which the child begins to develop in this period [4]. Nonverbal messages, in fact, are a fundamental component of communication in the learning process.

For example, find, in the morning, a smiling teacher, who says hi to students and parents by welcome them with open arms, rather than with crossed arms and pour, modifies the sent message making the difference for positive relationships. Greeting is done in both examples but emotions that arise are totally different [23]. So, it must understand, that it is not only important to refer a message, but even find the right way to transmit it. This can happen only by accompanying and controlling gestures and expressions.

## *3.2.1 Nonverbal communication components in kindergarten and primary school teachers*

The teacher could be conscious of which are nonverbal messages circulating inside the class; this consciousness makes the teacher more watchful to messages sent by the child, it allows him/her to be more effective in the communication of didactic information and he/she is capable to implement the psychologic degree of closeness between student and teacher [28].

A good teacher could try to improve every aspect of his/her nonverbal communication. First of all, to make the communication style effective, it is fundamental that he/she know how to vary voice elements, as tone, rhythm, timbre, volume, cadence. Otherwise, the risk is to be monotonous, demoted, to annoy the children and not be able to attract their attention.

For what concerning postures, it is necessary to be in an upright position but not rigid, with the bust slightly extended forward; in this way children understand that the teacher is "approachable", receptive and friendly [22]. In addition, staying stationary in class and to not transmit the presence, motivation and care to children, on the other hand, walking in the class or suddenly get up, allow to achieve every student and reactivate a declining attention. Finally, it is important to speak to children in the face, avoiding to direct to them with the back turned or looking the floor. This make the student more involved in the communication and contributes to make him feel a real interlocutor.

As already demonstrated, the face of individuals transmits, besides their intention, emotions, thoughts and feelings. In the education sector, face mimicry constitutes one on communication means between the teacher and the group he has in front of him/her, and it becomes one of the most important factor to determine the environment. About it, the teacher, through his facial expression, communicates his/her mood and links to the topic a specific emotion. So, be able to relax face muscles, by smiling and keeping an eye contact, will have the effect of transmit a joy, warmth and emotive closure to children, who, by feeling relaxed and considered, will enforce the learning process. Particularly, smile can result contagious and contribute to the creation on a peaceful environment in the class; eye contact, instead, allow the teacher to have a total control in managing relationships and concentrate the attention and interest of students on him/her, facilitating

**77**

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

understanding [15].

education [17].

**4. Conclusions**

with our and someone else's social world [1, 8].

respect to the verbal one [6, 20].

communication. Is necessary that the teacher distributes his/her look in a circular manner, to avoid to ignore any part of the classroom, and that stops himself on every student to prove him not only to look him but to watch him. Look the student is therefore important because it increase the probability that children return the look and follow the speech carefully; in addition, through eye contact, that's the possibility to collect precious feedback, as attention level, interest, tiredness degree,

So as gestures, lessons containing gestures improve interest a more specific learning: new reasoning forms, generalisation of new types of problems, conservation of knowledge, etc. In addition, as is known that gestures can promote learning, teachers can consider to improve their students to gesture, that have the potential to activate implicit knowledge and make students particularly receptive to

Finally, the teacher figure, as well as have and use correctly nonverbal communication elements in class, has to be a good listener. If the teacher is a good listener, he makes sense of not only what children say but also their facial expressions and gestures, and body language. She/he also attracts attention to the messages she/he communicates with his body language [4]. However, the first step to arrive to a good communicative intervention is to use an "active listening" with regard to children, which consists in thinking on the student message by only absorbing it, without emit personal messages. So, active listening allows the teacher to feel important and receive information, advices and interests. In 1991, Gordon claims that active listening improves discussions in class; it allows to support the class in case of problems, both in-school and after-school, as this strategy helps the child to express lived feelings, which are considered and respected. The teacher, thanks to this type of listening, is capable of observe very carefully interests, training needs, strengths

of his/her students, that can be used to support the group-class in learning.

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

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

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

*Types of Nonverbal Communication*

cooperation in the class [4].

gestures and expressions.

closeness between student and teacher [28].

and not be able to attract their attention.

to make him feel a real interlocutor.

*teachers*

process.

success, spend less time at school environment, and avoid from being at school and

It is fundamental that the teacher, starting from kindergarten, is capable of transmit messages effectively, as is, that is an expert in oral expression and in verbal explanation of certain concepts. But it is not enough: it's not only about what it said, but how is said [28]. The positive or negative attitudes and behaviours that the teacher assumes towards the child, and the verbal and non-verbal messages, which he sends, are closely correlated with the confidence, autonomy and emotions of assertiveness, which the child begins to develop in this period [4]. Nonverbal messages, in fact, are a fundamental component of communication in the learning

For example, find, in the morning, a smiling teacher, who says hi to students and parents by welcome them with open arms, rather than with crossed arms and pour, modifies the sent message making the difference for positive relationships. Greeting is done in both examples but emotions that arise are totally different [23]. So, it must understand, that it is not only important to refer a message, but even find the right way to transmit it. This can happen only by accompanying and controlling

*3.2.1 Nonverbal communication components in kindergarten and primary school* 

The teacher could be conscious of which are nonverbal messages circulating inside the class; this consciousness makes the teacher more watchful to messages sent by the child, it allows him/her to be more effective in the communication of didactic information and he/she is capable to implement the psychologic degree of

A good teacher could try to improve every aspect of his/her nonverbal communication. First of all, to make the communication style effective, it is fundamental that he/she know how to vary voice elements, as tone, rhythm, timbre, volume, cadence. Otherwise, the risk is to be monotonous, demoted, to annoy the children

For what concerning postures, it is necessary to be in an upright position but not rigid, with the bust slightly extended forward; in this way children understand that the teacher is "approachable", receptive and friendly [22]. In addition, staying stationary in class and to not transmit the presence, motivation and care to children, on the other hand, walking in the class or suddenly get up, allow to achieve every student and reactivate a declining attention. Finally, it is important to speak to children in the face, avoiding to direct to them with the back turned or looking the floor. This make the student more involved in the communication and contributes

As already demonstrated, the face of individuals transmits, besides their intention, emotions, thoughts and feelings. In the education sector, face mimicry constitutes one on communication means between the teacher and the group he has in front of him/her, and it becomes one of the most important factor to determine the environment. About it, the teacher, through his facial expression, communicates his/her mood and links to the topic a specific emotion. So, be able to relax face muscles, by smiling and keeping an eye contact, will have the effect of transmit a joy, warmth and emotive closure to children, who, by feeling relaxed and considered, will enforce the learning process. Particularly, smile can result contagious and contribute to the creation on a peaceful environment in the class; eye contact, instead, allow the teacher to have a total control in managing relationships and concentrate the attention and interest of students on him/her, facilitating

**76**

communication. Is necessary that the teacher distributes his/her look in a circular manner, to avoid to ignore any part of the classroom, and that stops himself on every student to prove him not only to look him but to watch him. Look the student is therefore important because it increase the probability that children return the look and follow the speech carefully; in addition, through eye contact, that's the possibility to collect precious feedback, as attention level, interest, tiredness degree, understanding [15].

So as gestures, lessons containing gestures improve interest a more specific learning: new reasoning forms, generalisation of new types of problems, conservation of knowledge, etc. In addition, as is known that gestures can promote learning, teachers can consider to improve their students to gesture, that have the potential to activate implicit knowledge and make students particularly receptive to education [17].

Finally, the teacher figure, as well as have and use correctly nonverbal communication elements in class, has to be a good listener. If the teacher is a good listener, he makes sense of not only what children say but also their facial expressions and gestures, and body language. She/he also attracts attention to the messages she/he communicates with his body language [4]. However, the first step to arrive to a good communicative intervention is to use an "active listening" with regard to children, which consists in thinking on the student message by only absorbing it, without emit personal messages. So, active listening allows the teacher to feel important and receive information, advices and interests. In 1991, Gordon claims that active listening improves discussions in class; it allows to support the class in case of problems, both in-school and after-school, as this strategy helps the child to express lived feelings, which are considered and respected. The teacher, thanks to this type of listening, is capable of observe very carefully interests, training needs, strengths of his/her students, that can be used to support the group-class in learning.
