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Unpacking the Child-Technology-Teacher Relation: Accentuating the Role of Embodied Dynamics in Young Learners' Educational Interactions

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Title: Unpacking the Child-Technology-Teacher Relation: Accentuating the Role of Embodied Dynamics in Young Learners' Educational Interactions
Language: English
Authors: Robin Samuelsson
Source: Discover Education. 2026 5.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 10
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Infants, Toddlers, Learning Processes, Human Body, Language Usage, Robotics, Technology Uses in Education, Educational Technology, Language Role
Geographic Terms: Sweden
DOI: 10.1007/s44217-026-01481-2
ISSN: 2731-5525
Abstract: Embodiment reconceptualizes learning as active, situating the body as integral to interaction and learning, and revitalizes older conceptions of the role of body language. While embodiment has steadily been established as a learning theory, its application in educational studies and practice has been less rapid. The current study examines use of embodied resources during learning of a novel phenomenon encountered by 1-2-year-old children. The results demonstrate that children predominantly rely on their bodies when learning to use a novel technological toy, whereas teachers primarily rely on language. The results are incorporated into a cyclical action-communication model, illustrating how interlocutors dynamically build upon both verbal and embodied actions in learning interactions. The relevance of embodiment for understanding contemporary education is discussed.
Abstractor: As Provided
Entry Date: 20260101
Accession Number: EJ1514173
Database: ERIC
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  Data: Embodiment reconceptualizes learning as active, situating the body as integral to interaction and learning, and revitalizes older conceptions of the role of body language. While embodiment has steadily been established as a learning theory, its application in educational studies and practice has been less rapid. The current study examines use of embodied resources during learning of a novel phenomenon encountered by 1-2-year-old children. The results demonstrate that children predominantly rely on their bodies when learning to use a novel technological toy, whereas teachers primarily rely on language. The results are incorporated into a cyclical action-communication model, illustrating how interlocutors dynamically build upon both verbal and embodied actions in learning interactions. The relevance of embodiment for understanding contemporary education is discussed.
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