Editorial - Journal of Psychology and Cognition (2025) Volume 10, Issue 2

Embodied Learning: Cognitive Development Through Physical Interaction and Experience

Department of Clinical Neuroscience Karolinska Institutet & Stockholm Health Care Services Stockholm Sweden

*Corresponding Author:

Olivia Prescott
Department of Clinical Neuroscience Karolinska Institutet & Stockholm Health Care Services Stockholm Sweden
E-mail: henry.stk44@gnail.com

Received: 03-Mar-2025, Manuscript No. AAJPC-25-166662; Editor assigned: 04-Mar-2025, PreQC No. AAJPC-25-166662 (PQ); Reviewed: 18-Mar-2025, QC No. AAJPC-25-166662; Revised: 24-Mar-2025, Manuscript No. AAJPC-25-166662 (R); Published: 31-Mar-2025, DOI: 10.35841/aajpc-10.2.285

Citation: Prescott O. Embodied learning:Cognitive development through physical interaction and experience. J Psychol Cognition.2025;10(2):285

Introduction

In recent years, the understanding of how humans learn and develop cognitively has expanded beyond the traditional views that place learning solely in the realm of abstract mental processes. The theory of embodied learning highlights the crucial role of the body and physical interaction in shaping cognition. This perspective suggests that learning is not just a mental activity confined to the brain but deeply intertwined with bodily experiences, sensory inputs, and motor actions. This article explores the concept of embodied learning, its implications for cognitive development, and its practical applications in education and beyond [1].

Embodied learning refers to the process by which cognitive development and knowledge acquisition occur through active physical interaction with the environment. Unlike conventional learning theories that emphasize symbolic representation and mental manipulation detached from the body, embodied learning stresses that cognition is grounded in sensorimotor experiences [2].

The term “embodiment” stems from the idea that the mind cannot be separated from the body — cognition is shaped by the body’s movements, sensations, and interactions with the world. This means that physical activities, gestures, and sensory experiences are integral to thinking, reasoning, and problem-solving.The roots of embodied learning can be traced to cognitive science, developmental psychology, and philosophy. Philosophers like Maurice Merleau-Ponty emphasized the body as the primary site of knowing the world, arguing that perception and action are inseparable [3].

In cognitive science, the embodied cognition framework challenges the traditional "brain-only" models by proposing that cognition arises from the dynamic interplay between brain, body, and environment. Researchers such as George Lakoff and Mark Johnson showed how abstract thinking is metaphorically grounded in bodily experience—for instance, understanding time through spatial metaphors [4].

Developmental psychologists have also contributed by demonstrating how infants learn about their surroundings through movement and sensory feedback, gradually building cognitive schemas through embodied interactions.From infancy, learning starts with sensorimotor experiences. Babies explore objects by touching, grasping, and mouthing them. These interactions provide crucial feedback that helps the brain form connections between sensory inputs and motor actions, laying the foundation for higher cognitive functions [5].

Physical engagement with learning materials—such as manipulating blocks in mathematics or acting out a story—can improve memory retention and conceptual understanding. Movement helps anchor abstract ideas to concrete bodily experiences, making them easier to recall and apply.Tasks involving physical interaction, like puzzles, drawing, or navigating environments, strengthen spatial reasoning abilities. These skills are essential not only in everyday life but also in fields like engineering, architecture, and science [6].

Embodied experiences can also foster emotional regulation and social cognition. For example, role-playing and gesture use in early childhood help children understand others’ perspectives and develop empathy.Embodied learning concepts guide physical and cognitive rehabilitation approaches. Therapies that combine physical movement with cognitive tasks help patients recover brain functions after injuries or strokes by re-establishing sensorimotor pathways [7].

Athletic training and skill acquisition heavily rely on embodied learning. Athletes refine cognitive skills like decision-making and anticipation through repetitive physical practice, which links motor actions with mental representations [8].

In early childhood, play-based learning emphasizing exploration, sensory experiences, and movement supports cognitive growth. Environments rich in tactile and motor opportunities stimulate brain development and language acquisition [9].

Developmental psychologists have also contributed by demonstrating how infants learn about their surroundings through movement and sensory feedback, gradually building cognitive schemas through embodied interactions.From infancy, learning starts with sensorimotor experiences. Babies explore objects by touching, grasping, and mouthing them. These interactions provide crucial feedback that helps the brain form connections between sensory inputs and motor actions, laying the foundation for higher cognitive functions [10].

Conclusion

Embodied learning marks a significant shift in understanding cognitive development by recognizing that the body plays an essential role in how we learn, think, and make sense of the world. Physical interaction, sensory experience, and motor activities are not mere supports but fundamental to the formation of knowledge and skills. Incorporating embodied learning into educational practices, therapy, and skill training can lead to richer, more effective cognitive development.

As we continue to explore the mind-body connection, embodied learning encourages educators, therapists, and learners themselves to embrace physical experience as a pathway to deeper understanding and growth. Ultimately, cognition is not only in the head—it is lived, felt, and expressed through the body in action.

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