BODY LANGUAGE AS A MEANS OF COMMUNICATION AND LEARNING IN EARLY CHILDHOOD EDUCATION

Abstract

Body language is an essential form of communication in early childhood education, allowing children to express emotions, ideas and needs before they have fully acquired verbal language. This article proposes a reflection on the body as an instrument of communication and learning, highlighting its value in the educational context. The relevance of the topic is justified by the influence of movement on the overall development of the child and the role of the educator in implementing meaningful pedagogical practices. The main objective is to analyse how bodily expression contributes to cognitive, emotional, social and motor development in childhood. The methodology adopted was qualitative, based on the observation of practical activities in a preschool context, with an emphasis on symbolic games, creative dance and dramatisations. The results show greater participation, expressiveness, cooperation among peers and body awareness. The analysis points to the need to integrate body expression into the early childhood education curriculum, not as a complementary activity, but as a structuring component of the educational process. It is concluded that, when valued pedagogically, body expression promotes meaningful learning and contributes to the child's integral development through a language that is natural to them: movement.