An Analysis of the Early Childhood Teacher Education Programs in Higher Education Institutions from the Perspective of Embodied Cognition Theory
Lin Huo
DOI: https://doi.org/10.59429/pmcs.v5i3.1986
Keywords: embodied cognition; higher education institutions; early childhood teacher education programs
Abstract
With the development of socio-economic and educational landscapes, the early childhood teacher education programs within higher education institutions have grown increasingly signifi cant. Grounded in the framework of embodied cognition theory, this paper conducts a comprehensive analysis of the early childhood teacher education programs within higher education institutions. Leveraging the insights of embodied cognition theory, recommendations are proposed for the enhancement of competent teachers’ cultivation in the domain of ECE. This study further synthesizes the strengths and challenges inherent in the teacher education programs within the context of higher education institutions, underpinned by the tenets of embodied cognition theory. In doing so, this paper not only contributes actionable insights for the advancement of early childhood teacher education, but also delineates the trajectory for future research endeavors.
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