Dimensions of Embodied Learning: An Observation of Children’s Embodied Expressions in ECE Settings in Finland

Abstract

Every child has the right to express themselves and be understood based on their unique abilities. Supporting children’s own ways of communicating, including recognizing embodied expressions, is essential for learning. This study investigates dimensions of embodied learning observable in Finnish early childhood education (ECE) settings, focusing on how children’s embodied expressions and interactions contribute to meaning-making and learning. Drawing on the theory of embodied cognition, the study analyzes how non-verbal communication – including bodily, emotional, and social expressions – enables children’s active meaning-making and learning. The data consists of video recordings of twelve children (aged 3–5) during three learning activities. The material was analysed using a coding framework for embodied cognition and thematic content analysis to identify recurring patterns of embodied learning. The results demonstrate that embodied expressions, where bodily, emotional, and social experiences are inherent to cognitive processes, play a vital role in children’s learning. Three dimensions of embodied learning were identified: understanding and decision-making; social interaction and communication; and self-expression and play. The study deepens the understanding of embodied learning in ECE and underscores the importance of teachers recognizing and supporting embodied expressions within a holistic approach to learning.