Non verbal-communication in school age: didactic-inclusive aspects


  • Rosa Sgambelluri


Over the last decades, the themes about the body and its motor possibilities for encouraging higher-level cognitive processes have become the subject of numerous scientific studies. The growing interest in the significant interaction between body, action and cognition has also included studies on language.
In fact, the Watzlawich theories seem to be somewhat innovative, an emblematic figure of the school of Palo Alto, whose scientific approach allows to recover to a greater extent the role of the body in the communication processes.
The studies in neurophysiology and neuropsychology are just as interesting, with identifying in the body, the interactive dynamics that regulate relationships with others, recognizing specific anatomical structures within the brain functions, the base of communication.
The contributions of human sciences are also worth noting, with them identify in the communicative exchange, a semantic construction process that takes place in interpersonal relationships, where the body’s ability to communicate messages through various forms of expression and create through action the conditions of the relationship is evident. The body, therefore, in carrying out such a complex activity takes on both cognitive and social functions, along with movement and action providing an effective response to the communication of the person (with or without disability), explicable through the non-verbal language



How to Cite

Sgambelluri, R. (2017). Non verbal-communication in school age: didactic-inclusive aspects. Formazione & Insegnamento, 15(2), 187–196. Retrieved from

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