NON-VERBAL COMMUNICATION IN EARLY CHILDHOOD EDUCATION

Abstract

This study explores the role of non-verbal communication in early childhood education, focusing on teachers' gestures, facial expressions, and intonation. Using a discourse analysis approach, the research examines how these non-verbal cues facilitate comprehension, engagement, and interaction among young learners. Data were collected through classroom observations of kindergarten teachers and analyzed to determine patterns and effectiveness. The findings present that teachers' non-verbal communication significantly enhances student participation and understanding, emphasizing its importance in early childhood pedagogy.