Research on Strategies for Physical Experience in Early Childhood Labor Education: A Perspective Based on Embodied Cognition Theory

Ruiling Li; Xueyuan Du

doi:10.6918/IJOSSER.202605_9(5).0021

Authors

Ruiling Li
Xueyuan Du

DOI:

https://doi.org/10.6918/IJOSSER.202605_9(5).0021

Keywords:

Labor education; Physical experience; Embodied cognition theory.

Abstract

Under the current educational goal of all-round development in morality, intelligence, physical fitness, aesthetics, and labor, there are still many deficiencies in the implementation of labor education for young children in China. The most prominent problem is the lack of sufficient physical experience in labor education for young children, which directly leads to the superficial and formalized predicament of labor education. The embodied cognition theory proposed in the 1980s indicates that cognition is "embodied", and it has the characteristics of embodiment, experience, and contextuality. Introducing this theory into labor education and fully exploring the core content of physical experience in early childhood labor education can provide a solid theoretical basis and feasible practical paths to solve the problem of insufficient physical experience. Based on the embodied cognition theory, strategies for the return of physical experience in early childhood labor education can be proposed from five aspects: concept, content, environment, teacher guidance, and evaluation, providing a guarantee for the scientific implementation of labor education.

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