JCERJournal of Contemporary Educational Research2208-84662208-8474Bio-Byword Scientific Publishing Pty. Ltd.10.26689/jcer.v8i4.6634ArticleResearch on Children’s Game Activity Design Strategies Based on Embodied Cognition Theoryhttps://artdesignp.com/journal/JCER/8/4/10.26689/jcer.v8i4.6634HeXiangmiao2024842024-04-29Edutainment, in the kindergarten education stage, emphasizes the game as the basic activity and combines the content of education with the form of the game, thus it also forms the educational method of gamification teaching. Through investigation and analysis, it is found that the current kindergarten game activity design has the problem of improper combination of educational content and game form. The current kindergarten game activity design has problems such as stereotypes, children’s lack of active learning opportunities in activities, teachers’ insufficient theoretical understanding, inappropriate teacher guidance methods, and so on. Embodied cognition theory attaches importance to the important role of the body in the development of cognition, provides new guidance for classroom teaching, and opens up a new path for classroom teaching reform. Based on the perspective of embodied cognition theory, the concept of body and mind integration should be adhered to in kindergarten teaching with games as the basic activity, experiential teaching situation should be created, children’s subjective experience should be respected, and games and interactions should be designed to promote children’s physical and mental participation, thus laying a foundation for the realization of children’s individual freedom, autonomy, and all-round development. Therefore, this paper aims at the existing problems in the current kindergarten gamification teaching and discusses the design strategy of children’s game activities based on embodied cognition theory.

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