The Effects of Facial Expression and Posture on Children's Reported Responses to Teacher Nonverbal Communication

The reactions of schoolchildren between 9 and 17 years to the facial expressions and postures/gestures of teachers were compared. The children were tested with still pictures of prosocial and hostile nonverbal behaviours, similar except for their facial expressions. Smiling and frowning facial expressions had strong effects on children's reactions; the effects of posture and gesture were weaker, touch and explaining gestures being seen positively and controlling gestures negatively. Leaning forward, a posture indicating involvement, was seen positively, but its effects were weak.

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