EMBODIED LEARNING IN KINDERGARTEN SCHOOL: PERSPECTIVES AND LIMITS

Pasqualina Forte, Chiara Gentilozzi, Elisa Pugliese, Lara Lucaccioni, Cristiana D'Anna

Abstract


Embodied Cognition emphasises the importance of the body in the learning process and promotes the use of bodily experience as an educational tool. The aim of this theoretical-argumentative study is to provide a descriptive overview of the educational applications of embodied learning, comparing studies and research that have explored its implementation in various disciplines of preschool education, and highlighting the opportunities and challenges that have emerged from recent experiments.


Full Text:

PDF

References


Abrahamson, D., Nathan, M. J., Williams-Pierce, C., Walkington, C., Ottmar, E. R., Soto, H., & Alibali, M. W. (2020, August). The future of embodied design for mathematics teaching and learning. In Frontiers in Education (Vol. 5, p. 147). Frontiers Media SA.

Álvarez-Bueno, C., Pesce, C., Cavero-Redondo, I., Sánchez-López, M., Garrido-Miguel, M., & Martínez-Vizcaíno, V. (2017). Academic achievement and physical activity: a meta-analysis. Pediatrics, 140(6).

Bara, F., & Bonneton-Botté, N. (2018). Learning letters with the whole body: Visuomotor versus visual teaching in kindergarten. Perceptual and motor skills, 125(1), 190-207.

Barsalou, L. W. (2008). Grounded cognition. Annu. Rev. Psychol., 59, 617-645.

Berthoz, A., & Dal Pra, E. (1998). Il senso del movimento. McGraw-Hill.

Botha, S., & Africa, E. K. (2020). The effect of a perceptual-motor intervention on the relationship between motor proficiency and letter knowledge. Early Childhood Education Journal, 48(6), 727-737.

Bove, B., Doz, E., Cuder, A., Pellizzoni, S., & Passolunghi, M. C. (2023). Empowering mathematical learning with the new digital device "MagiCal": a pilot study.

Budde, H., Voelcker-Rehage, C., Pietrassyk-Kendziorra, S., Machado, S., Ribeiro, P., & Arafat, A. M. (2010). Steroid hormones in the saliva of adolescents after different exercise intensities and their influence on working memory in a school setting. Psychoneuroendocrinology, 35(3), 382-391.

Caruana, F., & Borghi, A. M. (2013). Embodied Cognition: una nuova psicologia. Giornale italiano di psicologia, 40(1), 23-48.

Chaddock-Heyman, L., Erickson, K. I., Kienzler, C., King, M., Pontifex, M. B., Raine, L. B., ... & Kramer, A. F. (2015). The role of aerobic fitness in cortical thickness and mathematics achievement in preadolescent children. PloS one, 10(8), e0134115.

Cottini, L. & Rosati, L. (2008). Per una didattica speciale di qualità: dalla conoscenza del deficit all'intervento inclusivo. Morlacchi Editore.

Damsgaard, L., Elleby, S. R., Gejl, A. K., Malling, A. S. B., Bugge, A., Lundbye-Jensen, J., ... & Wienecke, J. (2020). Motor-enriched encoding can improve children’s early letter recognition. Frontiers in Psychology, 11, 520681.

Damsgaard, L., Nielsen, A. M. V., Gejl, A. K., Malling, A. S. B., Jensen, S. K., & Wienecke, J. (2022). Effects of 8 weeks with embodied learning on 5–6-year-old Danish children’s pre-reading skills and word reading skills: The PLAYMORE project, DK. Educational Psychology Review, 34(3), 1709-1737.

Donnelly, J. E., Hillman, C. H., Castelli, D., Etnier, J. L., Lee, S., Tomporowski, P., ... & Szabo-Reed, A. N. (2016). Physical activity, fitness, cognitive function, and academic achievement in children: a systematic review. Medicine and science in sports and exercise, 48(6), 1197.

Donnelly, J. E., Hillman, C. H., Greene, J. L., Hansen, D. M., Gibson, C. A., Sullivan, D. K., ... & Washburn, R. A. (2017). Physical activity and academic achievement across the curriculum: Results from a 3-year cluster-randomized trial. Preventive medicine, 99, 140-145.

Donnelly, J.E., Lambourne, K. (2011). Classroom-based physical activity, cognition, and academic achievement. Prev Med. ;52: S36–42.

Endo, K., Matsukawa, K., Liang, N., Nakatsuka, C., Tsuchimochi, H., Okamura, H., & Hamaoka, T. (2013). Dynamic exercise improves cognitive function in association with increased prefrontal oxygenation. The Journal of Physiological Sciences, 63, 287-298.

Farnese, A. (2016). Mente in movimento. 99 giochi per l’educazione fisica, l’apprendimento e l’interdisciplinarietà. Editore: Calzetti Mariucci.

Ferrara, F., & Ferrari, G. (2023). Kindergarten children and early learning of number: Embodied and material encounters within the classroom. Digital Experiences in Mathematics Education, 9(3), 401-419.

Forte, P., Pugliese, E., Ambretti, A., & D’Anna, C. (2023). Physical Education and Embodied Learning: A Review. Sport Mont, 21(3).

Gallese, V. (2003). The manifold nature of interpersonal relations: The quest for a common mechanism. Philosophical Transactions of the Royal Society of London B, 358 (1431), 517-528.

Gallese.V. (2005). Embodied simulation: From neurons to phenomenal experience. Phenomenology and the Cognitive Sciences, 4 (1).

Gamelli, I. (2012). Ma di che corpo parliamo?. Franco Angeli.

Gejl, A. K., Malling, A. S. B., Damsgaard, L., Veber-Nielsen, A. M., & Wienecke, J. (2021). Motor-enriched learning for improving pre-reading and word recognition skills in preschool children aged 5–6 years–study protocol for the PLAYMORE randomized controlled trial. BMC pediatrics, 21, 1-18.

Geršak, V., Vitulić, H. S., Prosen, S., Starc, G., Humar, I., & Geršak, G. (2020). Use of wearable devices to study activity of children in classroom; Case study—Learning geometry using movement. Computer communications, 150, 581-588.

Goldin-Meadow, S., Nusbaum, H., Kelly, S. D., & Wagner, S. (2001). Explaining math: Gesturing lightens the load. Psychological science, 12(6), 516-522.

Gomez Paloma, F. & Damiani, P. (2015). Cognizione corporea, competenze integrate e formazione dei docenti. I tre volti dell’Embodied Cognitive Science per una scuola inclusiva. Trento: Centro Studi Erickson.

Gomez Paloma, F. (2004). Corporeità ed emozioni. Una didattica psicomotoria per la costruzione del saper… essere. Napoli: Alfredo Guida Editore.

Gomez Paloma, F. (2009). Corporeità, didattica e apprendimento. Le nuove neuroscienze dell’educazione. Salerno: Edisud.

Gomez Paloma, F., & Damiani, P. (2021). Manuale delle Scuole ECS. The Neuroeducational Approach. La sfida del cambiamento educativo per il benessere e l'apprendimento. Brescia: Editrice Morcelliana.

Have, M., Nielsen, J. H., Gejl, A. K., Thomsen Ernst, M., Fredens, K., Støckel, J. T., ... & Kristensen, P. L. (2016). Rationale and design of a randomized controlled trial examining the effect of classroom-based physical activity on math achievement. BMC public health, 16, 1-11.

Hall, R., & Nemirovsky, R. (2012). Introduction to the special issue: Modalities of body engagement in mathematical activity and learning. Journal of the Learning Sciences, 21(2), 207-215.

Hillman, C. H., Pontifex, M. B., Castelli, D. M., Khan, N. A., Raine, L. B., Scudder, M. R., ... & Kamijo, K. (2014). Effects of the FITKids randomized controlled trial on executive control and brain function. Pediatrics, 134(4), e1063-e1071.

Hillman, C. H., Erickson, K. I., & Kramer, A. F. (2008). Be smart, exercise your heart: exercise effects on brain and cognition. Nature reviews neuroscience, 9(1), 58-65.

Jusslin, S., Korpinen, K., Lilja, N., Martin, R., Lehtinen-Schnabel, J., & Anttila, E. (2022). Embodied learning and teaching approaches in language education: A mixed studies review. Educational Research Review, 37, 100480.

Komaini, A., Hidayat, H., Kiram, Y., & Mario, D. T. (2021). Motor Learning Measuring Tools: A Design and Implementation Using Sensor Technology for Preschool Education. International Journal of Interactive Mobile Technologies, 15(17).

LeDoux, J. (2002). Il sé sinaptico. Milano: Raffaello Cortina Editore.

Macdonald, K., Milne, N., Orr, R., & Pope, R. (2018). Relationships between motor proficiency and academic performance in mathematics and reading in school-aged children and adolescents: A systematic review. International journal of environmental research and public health, 15(8), 1603.

Mavilidi, M. F., Lubans, D. R., Eather, N., Morgan, P. J., & Riley, N. (2018). Preliminary efficacy and feasibility of “Thinking While Moving in English”: A program with physical activity integrated into primary school English lessons. Children, 5(8), 109.

Mavilidi, M. F., Okely, A. D., Chandler, P., Cliff, D. P., & Paas, F. (2015). Effects of integrated physical exercises and gestures on preschool children’s foreign language vocabulary learning. Educational psychology review, 27, 413-426.

Mavilidi, M. F., Drew, R., Morgan, P. J., Lubans, D. R., Schmidt, M., & Riley, N. (2020). Effects of different types of classroom physical activity breaks on children’s on‐task behaviour, academic achievement and cognition. Acta paediatrica, 109(1), 158-165.

Mavilidi, M. F., Ouwehand, K., Schmidt, M., Pesce, C., Tomporowski, P. D., Okely, A., & Paas, F. (2021). Embodiment as a pedagogical tool to enhance learning. In The Body, Embodiment, and Education (pp. 183-203). Routledge.

Moreau, D., & Tomporowski, P. D. (2018). 10 complex motor activities to enhance cognition. In M. L. Cappuccio (Ed.), Handbook of embodied cognition and sport psychology, 273. MIT Press.

Palmiero, M., Borsellino, M. C., (2018). Embodied cognition: Comprendere la mente incarnata. Edizioni Aras.

Pesce, C., Croce, R., Ben-Soussan, T. D., Vazou, S., McCullick, B., Tomporowski, P. D., & Horvat, M. (2019). Variability of practice as an interface between motor and cognitive development. International Journal of Sport and Exercise Psychology, 17(2), 133-152.

Pouw, W. T., De Nooijer, J. A., Van Gog, T., Zwaan, R. A., & Paas, F. (2014). Toward a more embedded/extended perspective on the cognitive function of gestures. Frontiers in Psychology, 5, 359.

Pouw, W. T., Mavilidi, M. F., Van Gog, T., & Paas, F. (2016). Gesturing during mental problem solving reduces eye movements, especially for individuals with lower visual working memory capacity. Cognitive Processing, 17(3), 269-277.

Reed, J. A., Einstein, G., Hahn, E., Hooker, S. P., Gross, V. P., & Kravitz, J. (2010). Examining the impact of integrating physical activity on fluid intelligence and academic performance in an elementary school setting: a preliminary investigation. Journal of Physical Activity and Health, 7(3), 343-351.

Reggin, L. D., & Pexman, P. M. (2021). New insights from embodied cognition about children’s learning of language and concepts. Early Childhood Education, 47(1), 17.

Rio, L., Damiani, P., & Paloma F. G. (2015). Embodied processes between maths and gross-motor skills. Procedia-Social and Behavioral Sciences, 174, 3805-3809.

Russo, P. (2011). Note su sensorialità, corporeità, sessualità nel gruppo. Funzione Gamma, 26.

Sibley, B. A., & Etnier, J. L. (2003). The relationship between physical activity and cognition in children: a meta-analysis. Pediatric exercise science, 15(3), 243-256.

Skriver, K., Roig, M., Lundbye-Jensen, J., Pingel, J., Helge, J. W., Kiens, B., & Nielsen, J. B. (2014). Acute exercise improves motor memory: exploring potential biomarkers. Neurobiology of learning and memory, 116, 46-58.

Sweller, J., & Chandler, P. (1991). Evidence for cognitive load theory. Cognition and instruction, 8(4), 351-362.

Tomporowski, P. D., McCullick, B., Pendleton, D. M., & Pesce, C. (2015). Exercise and children's cognition: The role of exercise characteristics and a place for metacognition. Journal of Sport and Health Science, 4(1), 47-55.

Tomporowski, P.D., Davis, C.L., Miller, P.H., & Naglieri, J.A. (2008). Exercise and children’s intelligence, cognition, and academic achievement. Educational Psychology Review, 20, 111–131.

Toumpaniari, K., Loyens, S., Mavilidi, M.-F., & Paas, F. (2015). Preschool Children’s foreign language vocabulary learning by embodying words through physical activity and gesturing. Educational Psychology Review, 27(3), 445–456.




DOI: https://doi.org/10.32043/gsd.v8i2.1165

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 ITALIAN JOURNAL OF HEALTH EDUCATION, SPORT AND INCLUSIVE DIDACTICS

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Italian Journal of Health Education, Sports and Inclusive Didactics 
ISSN: 2532-3296