Keywords
early childhood
embodied cognitive development
ecological perspective
socio-affectivity
parents and primary caregivers
didactic sequence
embodied cognitive development
ecological perspective
socio-affectivity
parents and primary caregivers
didactic sequence
How to Cite
González Grandón, X. A. (2024). Towards Embodied, Ecological and Socio-Affective Development in Early Childhood. Revista Internacional De Educación Emocional Y Bienestar, 4(1), 109–135. https://doi.org/10.48102/rieeb.2024.4.1.71
Abstract
The objective of the present article is to account for the importance of embodied and ecological perspectives on cognition, specifically to understand early childhood cognitive development, and to propose better models of educational intervention. The proposal intends to underline the relevance of considering human agents with bodies that feel, that are affected, and that live learning experiences in interaction with a particular social and material world. To achieve this, a relational perspective is presented in which the material context and life situations, as well as the interactional bond of mothers/parents or primary caregivers, –based on loving care and specific emotional educational orientations–, is crucial for an adequate development. We position ourselves in contrast to brain-centric or individualistic approaches and we start from the ecological unity infant-caregiver-world. Finally, we suggest a didactic sequence that grounds the proposal.
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