Abstract:

The article approaches embodied cognition, valorizing the current research in preschool education and focusing on studying how it stimulates the development of the language of young preschoolers. In this way, we set out to involve preschoolers in learning situations of new words, in which intellectual actions are interdependent with their practical actions, in which their whole body is involved, according to the idea that they think and learn not only with the mind, but with their whole body, valorizing the sensations, memories and emotions, elements of the proximal environment, etc.

Word learning is a process at the intersection of language and cognition. Words are not a simple sound expression, each of them signifies a label associated with an entity. In our minds we remember words, not as isolated units, but, on the contrary, correlated with the experiential context in which they were learned. When uttering words, our brain appeals to previously lived experiences, activating the areas of association: premotor, auditory and sensitive.

Thus, we aim to investigate the influence of the theory of embodied cognition on the development of preschoolers language, which interact with the actional contents (procedural) and who use their body to access words, as well as for understanding and learning their meaning correctly.

Keywords:

Embodied cognition, preschool education, language development, learning words.