This thesis aims to make everyone aware of the importance of non-verbal communication in preschool institutions/kindergartens. The complete content is dedicated to both children and teachers/educators. In fact, understanding and paying attention to the secret and hidden language of non verbal communication, helps to get and feel closer to the children and consequently to guide them better in their further development. This secret language reveals not only what the child thinks, but his fears, his deepest conflicts, his hidden needs and desires too. There are many manuals explaining the importance of verbal communication, but the pronounced word is only a very small part of communication. In fact, the word communication includes gestures, looks, posture, tone of voice, and much more than only pronounced words. My intention is to underline the fact that even when the child begins to pronounce words and phrases, the secret language of nonverbal communication continues to be the basis and a really important part of communication generally intended. Before I came to this conclusion (mentioned above), I had to start from the basis. I started my thesis, therefore, with an analysis of child communication and language. That way, I treated the act of communication (with its mechanism) and analyzed the early language phases in children (from newborn to children aged six). After this brief introduction I could deal with nonverbal communication. I have reported various historical facts about it and have underlined the effectiveness and importance of nonverbal communication. I have exposed its components and several functions. Particular attention was given to face expressions. I have analyzed and demonstrated some of the expressions we see in children with the help of photos. I concluded the first part of the thesis with the importance of non-verbal communication for the kindergarten child. In the second part of this thesis I have proposed some of the activities that aim to make known, recognize and strengthen non-verbal communication in children. They have been tested by me in the kindergarten where I worked (Novigrad). The activities were ideated with much attention and focus on children's age and needs. In response, a huge amount and variety of results were given. The activities proposed were: Game of the mime; Happy, sad, angry!; The die of feelings; The mute film; The wheel of emotions; The music of the body; All at the theater!; Bigface.