Using body language to build trust and connection in early childhood settings

Positive communication in early childhood education is never just about the words educators use. It is also reflected in how they show children that they are safe, valued, heard and understood.

Early Childhood Education and Care Queensland has highlighted the importance of non-verbal communication in its latest Educator Essentials video, Using appropriate body language. The resource encourages educators to consider how gestures, facial expressions, posture and physical positioning shape children’s everyday experiences.

Children begin reading body language long before they can understand complex sentences. A warm smile, gentle nod, calm expression or open posture can help a child interpret an educator’s intentions and feel secure within the environment.

By intentionally using supportive non-verbal communication, educators can:

• strengthen relationships with children
• reduce uncertainty and anxiety
• encourage participation and inclusion
• support children during emotional moments
• reinforce verbal instructions and expectations
• create a calm and predictable learning environment

When an educator’s body language supports their spoken message, communication becomes clearer and more reassuring. Conversely, when an educator uses comforting words while appearing tense, distracted or impatient, children may receive conflicting signals.

Appropriate body language is not simply a communication technique. It reflects the way educators view and engage with children, as capable individuals who deserve dignity, patience and respect.

Intentional practices may include:

• positioning yourself at or near a child’s level
• turning towards the child when they communicate
• maintaining a relaxed and open posture
• using calm facial expressions and gentle gestures
• keeping an appropriate and respectful physical distance
• allowing the child sufficient time to respond
• showing through your expression and posture that you are listening
• using visual cues to support understanding

These seemingly small actions can communicate safety, empathy and genuine presence. Over time, they contribute to the secure and trusting relationships that support children’s learning, wellbeing and sense of belonging.

Body language becomes particularly important when a child is distressed, overwhelmed or experiencing difficulty regulating their emotions.

Standing over a child, moving abruptly or displaying visible frustration may unintentionally increase distress, even when an educator’s words are calm. A slower approach, relaxed posture and appropriate physical distance can instead communicate reassurance.

Educators can support children by:

• approaching calmly and predictably
• acknowledging the child’s feelings
• reducing unnecessary movement or stimulation
• avoiding demands for an immediate response
• providing space while remaining emotionally available
• maintaining clear boundaries in a calm and respectful way

The educator’s regulated presence can help create the conditions a child needs to regain a sense of safety and control.

Body language should not be interpreted in isolation or treated as universal. Culture, disability, neurodivergence, trauma, temperament and previous experiences can all influence how a child communicates and responds to non-verbal cues.

For example, limited eye contact does not necessarily indicate disengagement or disrespect. Some children may find direct eye contact uncomfortable, while expectations concerning eye contact, gestures, touch and personal space can differ between cultures and families.

Responsive practice involves observing each child, learning about their individual communication preferences and avoiding assumptions. Educators should also work in partnership with families to understand the cues and communication approaches that help each child feel comfortable and included.

Intentional non-verbal communication supports the relationship-based principles of the Early Years Learning Framework V2.0 and the Queensland Kindergarten Learning Guideline.

It is also closely connected to Quality Area 5 of the National Quality Standard, which focuses on relationships with children. Respectful, responsive and meaningful interactions help children develop confidence, emotional security and a strong sense of belonging.

Body language can therefore become a valuable focus for individual and team reflection. Educators might consider:

• What does my posture communicate when a child approaches me?
• Are my words, tone and facial expression conveying the same message?
• How do I position myself during challenging interactions?
• Do I give children enough time and space to respond?
• How might cultural or individual differences influence this interaction?
• Does stress or workload affect the non-verbal messages I send?

These discussions can help teams become more aware of how children experience everyday interactions.

In early childhood education and care, relationships provide the foundation for learning. Educators’ body language can influence whether children feel confident approaching an adult, expressing a need, participating in an experience or seeking support.

When educators communicate intentionally through both words and actions, they help children:

• feel seen and heard
• experience emotional and physical safety
• develop trust in the adults around them
• participate more confidently
• build communication and social skills
• feel secure enough to explore and learn

The Educator Essentials video, Using appropriate body language, provides a practical opportunity for educators and service teams to reflect on how non-verbal communication shapes children’s experiences.

Watch the video on YouTube or access it through the ECEC Queensland LinkedIn link.

Communication is more than words. Every expression, gesture, movement and physical response contributes to the message an educator sends.

By using body language that is calm, respectful and responsive to each child, educators can strengthen relationships and create environments in which children feel safe, connected and ready to learn.