I found this website really helpful answering that question Intesar :)
http://www.ican.org.uk/~/media/Ican2...0Children.ashx
From page 3:
In many ways our ability to communicate defines us, it is one of the ways we are judged and measured by others and the means by which we forge our relationships. Children starting school with speech, language andcommunication needs (SLCN) may struggle with any aspect of communication andthey can become withdrawn or present with challenging behaviour within the primary school environment.
6 Based on recommendations from the Rose Report, the renewed Primary Strategy for Literacy and Mathematics7 recognises the importance of speaking and listening in order for children to learn.
From page 10
Emotional development and behaviour
Language and emotional development occur together in children and affect each other powerfully.66
This shared development is evident with very young children as they learn about different emotions through play.
In the early stages of primary school, children learn to share their feelings in words, consider the effects of their actions, reflect on and plan what they feel, do and say. All of this requires an appreciation of the emotions and thoughts of other people, and the language to put this into words.
There are opportunities in school and in the playground to play and interact through language, which allows children to develop skills in managing their emotions and behaviour appropriately. With developed language skills, children can negotiate their roles in play situations, organise activities, clarify their thoughts to others and make it clear when they are unhappy with a situation.
For older primary school children, these skills are necessary for team games and group activities within the classroom.
Children with SLCN often do not have these skills and abilities, resulting at times in frustration and behaviour that is seen as poor, in reaction to situations that could be easily resolved through language. 67
Unfortunately, often the behaviour of children is seen as the difficulty and the underlying language difficulties can seem less important or can be missed completely.
There is increasing evidence for a link between SLCN and emotional and behavioural problems. 68 Several longitudinal studies have found that children with an early diagnosis of language or communication difficulties are more likely to have behavioural difficulties than their peers 69 70 and that these problems can increase with age.71
In addition, studies investigating children with identified behaviour difficulties, found that three quarters of them had significant language deficits. 72 However, it is important to distinguish between different kinds of BESD as each may show different patterns; also behaviour does not exist in a vacuum and children may show different patterns of behaviour at home and school.73 74
why behavior can be seen as a means of communication?
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