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Physical Development

Developmental Domain: Name of experience Resources Suggested implementation strategies Learning possibilities Learning outcomes. Related theory
Select an experience/activity and name it. What resources or materials are needed? How will you set the environment and implement the experience? What is the expected learning? What learning outcomes does this experience relate to? Explain. Which of the theories does this experience belong to? Explain
Birth – 2 years Tiny Movers Gym
  • · Soft, padded play mats
  • · Age-appropriate, safe toys (soft balls, stacking rings, plush animals)
  • · Mirrors at floor level
  • · Low, sturdy furniture for support during standing and cruising
Establish a designated space known as the "Tiny Movers Gym" furnished with plush play surfaces in order to foster a secure environment conducive to the investigation of physical activities. Introduce objects that promote reaching, grabbing, crawling, and standing in accordance with the child's age. Mirrors and low furniture should be utilized to assist infants in their efforts to stand and navigate. Infants' physical growth is the primary focus of this activity. Baby's first steps toward mobility can be practiced in comfort on the plush play mats, which are ideal for tummy time, rolling, and crawling. Baby's visual tracking and spatial awareness can be stimulated by using mirrors, and age-appropriate toys can aid in the development of fine and gross motor abilities.
  • · Reaching, gripping, and crawling all help infants build muscle strength and control.
  • · Babies' time spent rolling and scooting around on the play mats helps them hone their gross motor abilities.
  • · Fine motor skill development is facilitated by early exposure to age-appropriate toys.
  • · Mirrors improve depth perception and the ability to follow moving objects.
  • · Having low furniture around helps babies feel secure as they practice standing and cruising.
This experience is consistent with Arnold Gesell's theory of maturation, which highlights the organic advancement of motor abilities in young children (Gesell, 1929). Furthermore, this experience lends credence to Lev Vygotsky's theories by emphasizing the critical role that social interactions and the environment play in cognitive and physical development.
2 – 3 years Gross Motor Fun with Obstacle Course
  • · Soft play mats
  • · Cones for marking
  • · Hula hoops
  • · Tunnels
  • · Soft, lightweight balls
Play mats, tunnels, cones, and hula hoops can be used to create a straightforward obstacle course in a large open space. Instruct kids to move along the course by jumping on mats, squeezing into tunnels, stepping into hula hoops, and dropping balls into holes. The purpose of this activity is to develop participants' large muscle control. Children participate in a wide range of physical pursuits that build their strength, flexibility, and balance. The obstacle course is a great way to improve directional sense and spatial awareness.
  • · Gross motor skills will be enhanced in children as they traverse the obstacle course.
  • · One's spatial awareness and coordination will be augmented as they traverse various components.
  • · Climbing, crawling, and throwing activities contribute to the development of muscle strength.
  • · Following simple instructions during the course fosters listening and cognitive skills.
  • · Engaging in physical play promotes a sense of accomplishment and self-confidence.
This experience aligns with the principles of Arnold Gesell's maturational theory, emphasizing the sequential and predictable progression of motor skills in early childhood (Dalton, 2005). The concept of "head-to-toe" development is evident as children use various body parts to navigate the obstacle course, supporting their overall physical development.
3 – 5 years Obstacle Course Adventure
  • · Cones
  • · Hula hoops
  • · Soft play mats
  • · Balancing beams
  • · Soft balls
  • · Stopwatch (optional)
Set up an exciting obstacle course in an open area. Use cones for weaving, hula hoops for jumping, soft play mats for tumbling, and balancing beams for stability challenges. Incorporate throwing soft balls for hand-eye coordination. Time the children for added engagement and motivation. This physical development experience promotes gross motor skills, coordination, and spatial awareness. Children engage in various movements, enhancing their balance, agility, and flexibility. The obstacle course encourages them to follow instructions, fostering listening skills and the ability to sequence actions.
  • · Children will advance and perfect their gross motor abilities.
  • · Hand-eye coordination will be improved via activities such as tossing a ball.
  • · The obstacle course facilitates the development of spatial awareness and body control.
  • · Following the course instructions contributes to the development of listening skills.
  • · Participation in athletics has been shown to increase both feelings of competence and self-assurance.
The importance of bodily-kinesthetic intelligence, as highlighted by this experience, is consistent with the concepts of Howard Gardner's theory of multiple intelligences (Gardner & Hatch, 1989). It bolsters the notion that children have multiple types of intelligence, including innate physical ability that can be developed through directed play. Jean Piaget's theory of cognitive development also argues that children benefit from active, hands-on learning opportunities (Shapiro, 2000).

Language Development

Developmental Domain: Name of experience Resources Suggested implementation strategies Learning possibilities Learning outcomes. Related theory
Select an experience/activity and name it. What resources or materials are needed? How will you set the environment and implement the experience? What is the expected learning? What learning outcomes does this experience relate to? Explain. Which of the theories does this experience belong to? Explain
Birth – 2 years Babbling Buddies Playgroup
  • · Soft plush toys with different textures
  • · Simple picture books with large, colorful images
  • · Musical instruments like shakers and bells
  • · Soft play mats for a comfortable play area
Create a designated playgroup setting with a range of soft toys and interactive features. Encourage caregivers to engage in parallel play with infants, using simple language to describe the toys and actions. Introduce age-appropriate picture books with vibrant images and engage in interactive reading sessions. Incorporate musical instruments to explore sound and rhythm. This experience focuses on language development through sensory-rich activities. The soft toys provide tactile stimulation, while picture books support visual engagement. Interactive reading and exposure to different sounds enhance auditory discrimination skills. Parallel play with caregivers fosters social interactions and language exposure.
  • · Infants will be exposed to a variety of sounds, promoting auditory discrimination.
  • · Caregiver-infant interactions during play contribute to the development of secure attachments.
  • · Exposure to descriptive language enhances vocabulary development.
  • · Infants begin to imitate sounds and simple words through interaction with caregivers.
  • · The playgroup setting establishes positive associations with language-rich activities.
This experience aligns with Lev Vygotsky's sociocultural theory, emphasizing the role of social interactions in cognitive development (Scott & Palincsar, 2013). Additionally, it draws on B.F. Skinner's behaviorist theory, highlights the importance of reinforcement through positive experiences in language acquisition during the early years (Vargas, 2015).
2 – 3 years Enchanting Word Play
  • · Colorful picture books with simple vocabulary
  • · Soft, age-appropriate building blocks with letters
  • · Interactive storytelling props (puppets, felt board)
  • · Laminated pictures representing common objects and actions
Create a language-rich environment by incorporating books, interactive storytelling, and hands-on activities. Use building blocks with letters to introduce basic words. Engage in dialogic reading, asking open-ended questions to encourage language exploration. Utilize storytelling props for interactive and imaginative language play. This experience aims to enhance language development in toddlers through exposure to diverse vocabulary and interactive communication. By combining visual aids, hands-on activities, and interactive storytelling, children can actively engage in language exploration and expression.
  • · Toddlers will expand their vocabulary through exposure to diverse words in books and interactive activities.
  • · The use of building blocks enhances letter recognition and introduces early phonetic awareness.
  • · Interactive storytelling promotes verbal communication skills and creativity.
  • · Engaging with laminated pictures reinforces the association between words and real-world objects.
  • · The experience fosters a positive attitude towards language, making learning enjoyable for toddlers.
This experience aligns with Lev Vygotsky's socio-cultural theory, emphasizing the importance of social interaction in cognitive development (Verenikina, 2003). The hands-on nature of the activity supports experiential learning, and the interactive elements reflect Vygotsky's idea of the zone of proximal development, where children learn with the support of more knowledgeable others.
3 – 5 years Storytelling Adventure
  • · Picture books with vibrant illustrations
  • · Puppets or soft toys representing characters
  • · Open space for group activities
  • · Simple props to enhance storytelling
Create an engaging storytelling environment with a comfortable reading area. Introduce diverse and age-appropriate storybooks, incorporating puppets or soft toys to represent characters. Encourage group participation by asking open-ended questions and allowing children to express their thoughts. This experience focuses on language development through storytelling. It enhances vocabulary, listening skills, and comprehension. Group activities promote social interaction and cooperation. Simple props encourage imaginative thinking, fostering creativity and language expression.
  • · Children will expand their vocabulary through exposure to new words in stories.
  • · Enhanced listening skills will be evident as children follow the narrative.
  • · Group participation will contribute to the development of communication and social skills.
  • · The use of props and imaginative play will stimulate creative language expression.
  • · Children will gain an early understanding of narrative structure and sequencing.
This experience aligns with Lev Vygotsky's sociocultural theory, emphasizing the importance of social interaction in cognitive development (Xuejiao Zhang et al., 2018). Storytelling serves as a tool for language acquisition and cultural understanding. Jean Piaget's theory of cognitive development is reflected in the imaginative play, contributing to the development of symbolic thought and language skills (Kuhn, 1979).

Social Development

Developmental Domain: Name of experience Resources Suggested implementation strategies Learning possibilities Learning outcomes. Related theory
Select an experience/activity and name it. What resources or materials are needed? How will you set the environment and implement the experience? What is the expected learning? What learning outcomes does this experience relate to? Explain. Which of the theories does this experience belong to? Explain
Birth – 2 years Baby Social Circles
  • · Soft, age-appropriate toys
  • · Play mat with colorful and contrasting patterns
  • · Comfortable seating for caregivers
  • · Simple picture books with large, vibrant images
Create a designated social circle using a play mat. Introduce babies to soft toys and encourage caregiver-baby interactions within the circle. Use simple picture books to engage babies visually and verbally. Ensure a calm and inviting environment. This experience focuses on laying the foundation for social development in infants. The designated play circle provides a safe space for babies to engage with caregivers and soft toys. Visual and verbal interactions with colorful toys and books stimulate cognitive development.
  • · Babies will feel a sense of security and comfort within the designated social circle.
  • · Caregiver-baby interactions contribute to the development of attachment and bonding.
  • · Visual engagement with contrasting patterns and vibrant images enhances cognitive skills.
  • · Introduction to soft toys encourages tactile exploration and sensory development.
  • · Exposure to simple picture books sets the stage for future literacy development.
This experience aligns with John Bowlby's attachment theory, emphasizing the importance of early caregiver-child bonds for social and emotional development (Goldberg et al., 2013). Additionally, it relates to Lev Vygotsky's sociocultural theory, highlighting the role of social interactions in cognitive growth during the early years (Xuejiao Zhang et al., 2018).
2 – 3 years Cooperative Building with Blocks
  • · Building blocks of various shapes and sizes
  • · Picture cards displaying simple structures
  • · Open space for group play
Encourage collaborative play by providing an assortment of building blocks. Introduce picture cards displaying basic structures, prompting children to work together to recreate them. Offer minimal guidance, allowing children to negotiate and plan their constructions. This experience fosters social development by promoting cooperation and communication among 2 to 3-year-olds. Through collaborative block building, children enhance their teamwork skills, share ideas, and engage in joint problem-solving. The introduction of picture cards adds an element of shared goal-setting.
  • · Children develop basic cooperation skills as they work together to build structures.
  • · Communication skills are enhanced through verbal exchanges and non-verbal cues during play.
  • · Problem-solving abilities are cultivated as children encounter challenges in recreating structures.
  • · Group play contributes to the development of social bonds and positive peer interactions.
  • · Exposure to shared goals and joint decision-making lays the foundation for later collaborative activities.
Lev Vygotsky's sociocultural theory aligns with this experience, emphasizing the role of social interaction in cognitive development (Xuejiao Zhang et al., 2018). The cooperative building activity provides a platform for children to engage in shared experiences, fostering both social and cognitive growth.
3 – 5 years Friendship Garden
  • · Small plant pots
  • · Soil and seeds
  • · Art supplies (colored markers, stickers)
  • · Picture books on friendship
Create a "Friendship Garden" activity where children plant seeds in individual pots. Encourage them to decorate their pots with art supplies. Throughout the process, discuss the concept of friendship using age-appropriate picture books that emphasize cooperation and kindness. This experience promotes social development by engaging children in a collaborative and creative project. Planting and caring for the seeds provide opportunities for teamwork, sharing, and turn-taking. Discussions about friendship contribute to language development and understanding emotions.
  • · Children will learn the value of cooperation and teamwork as they work on the "Friendship Garden" together.
  • · Decorating their plant pots fosters creativity and self-expression.
  • · Discussions about friendship enhance language skills and emotional intelligence.
  • · Caring for the growing plants instills a sense of responsibility and empathy.
  • · The activity encourages social interaction, helping children develop positive relationships.
Lev Vygotsky's sociocultural theory emphasizes the role of social interactions in cognitive development. This experience aligns with Vygotsky's idea that collaborative activities, such as working on a shared project, support the development of higher-order thinking skills and contribute to social growth.

Emotional Development

Developmental Domain: Name of experience Resources Suggested implementation strategies Learning possibilities Learning outcomes. Related theory
Select an experience/activity and name it. What resources or materials are needed? How will you set the environment and implement the experience? What is the expected learning? What learning outcomes does this experience relate to? Explain. Which of the theories does this experience belong to? Explain
Birth – 2 years Emotion Discovery with Baby Faces
  • · Picture cards featuring simple, clear images of various facial expressions
  • · Soft, cuddly toys representing different emotions (happy, sad, surprised)
  • · A cozy, quiet space with cushions and soft lighting
Create a comfortable corner with soft cushions and introduce babies to picture cards displaying different facial expressions. Use soft, cuddly toys representing emotions to facilitate tactile exploration. Engage in one-on-one interactions, mimicking facial expressions and labeling emotions. This experience focuses on emotional development by exposing infants to a range of facial expressions. The use of picture cards helps babies identify and associate emotions, while the tactile interaction with soft toys enhances sensory development. One-on-one interactions foster emotional bonds and promote a sense of security.
  • · Babies will begin to recognize and respond to basic emotions depicted on picture cards.
  • · Tactile exploration of soft toys contributes to sensory development.
  • · One-on-one interactions support the development of secure attachments.
  • · Exposure to diverse facial expressions enhances emotional literacy.
  • · Babies may start imitating facial expressions, showcasing early social learning.
This experience coincides with John Bowlby's attachment theory, highlighting the significance of safe bonds for emotional growth (Bretherton, 1992). Additionally, Albert Bandura's social learning theory is represented in the assumption that newborns learn by seeing and mimicking facial expressions during one-on-one interactions (McLeod, 2023).
2 – 3 years Emotion Exploration Through Art
  • · Various art supplies (paper, crayons, paint, stickers)
  • · Picture books depicting different emotions
  • · Soft, comfortable seating
Create an art station with varied materials, and educate children to a spectrum of emotions using image books. Give children a safe place to explore their feelings by having them express them through art. Make everyone feel at home by furnishing the space with plush chairs. Children's emotional growth is supported by this activity because they are given an outlet for creative expression of and insight into their own emotions. Using a variety of art materials helps develop fine motor skills and gives people a way to express themselves creatively without using words. Exposure to emotions in picture books develops emotional literacy.
  • · Children will develop emotional awareness and vocabulary through exposure to diverse emotions.
  • · Using art as a means of self-expression and improvement of fine motor skills.
  • · The experience encourages a sense of autonomy as children make choices in their artistic endeavors.
  • · Engaging in social interactions with others in the art corner fosters the development of cooperative and cooperative abilities.
  • · Children will develop the ability to identify and validate their own and their peers' emotions.
The importance of social relationships and creative expression in cognitive development is echoed in this experience, which is consistent with Lev Vygotsky's sociocultural theory. Also, it connects to Howard Gardner's idea of multiple intelligences by highlighting the many mediums through which children can communicate their feelings (White, n.d.).
3 – 5 years Emotion Exploration through Storytelling
  • · Age-appropriate storybooks depicting various emotions
  • · Puppets or soft toys representing different feelings
  • · Drawing materials like paper, crayons, and markers
  • · Quiet, comfortable storytelling area
Using cushions, furnish a designated area for storytelling while acquainting children with tales that delve into a variety of emotions. Employ expressive puppets or plush objects to embody a variety of emotions. Provide drawing materials for children to express their sentiments through art following the storytelling session. Children's emotional growth is the primary emphasis of this activity, which uses storytelling to introduce them to a variety of human emotions. Children's emotional intelligence can be developed through the use of puppets and other creative supplies, which allows children to experience, label, and talk about their feelings..
  • · Children will gain an appreciation for a variety of emotions, including joy, sorrow, rage, and surprise.
  • · Expressive play with puppets enhances their ability to recognize and communicate feelings.
  • · Engaging in creative activities like drawing supports emotional expression and fine motor skills.
  • · The experience promotes empathy as children connect with characters experiencing different emotions.
  • · Storytelling and creative expression contribute to language development and communication skills.
This experience aligns with Lev Vygotsky's sociocultural theory, emphasizing the role of social interactions, like storytelling, in cognitive development. Additionally, it connects with Howard Gardner's theory of multiple intelligences, as it incorporates both linguistic and interpersonal intelligences through language-rich and socially engaging activities (Davis et al., 2011).

Cognitive Development

Developmental Domain: Name of experience Resources Suggested implementation strategies Learning possibilities Learning outcomes. Related theory
Select an experience/activity and name it. What resources or materials are needed? How will you set the environment and implement the experience? What is the expected learning? What learning outcomes does this experience relate to? Explain. Which of the theories does this experience belong to? Explain
Birth – 2 years Discovering Textures Through Touch
  • · Soft fabric squares in different textures (smooth, rough, furry, etc.)
  • · Safe, age-appropriate containers (e.g., baskets, soft bags)
  • · Large, colorful picture cards with simple patterns
  • · Soft, washable toys with varying shapes and sizes
Set up a designated play area with comfortable cushions or mats. Place different textures in containers and scatter them around the play space. Introduce picture cards with simple patterns and offer a variety of soft toys for exploration. This experience focuses on cognitive development by engaging infants in tactile exploration. The variety of textures enhances sensory stimulation, promoting cognitive processes such as discrimination and recognition. Introducing patterns through picture cards encourages visual engagement and pattern recognition.
  • Infants will develop cognitive skills through tactile exploration of various textures.
  • They will enhance sensory discrimination by feeling different surfaces.
  • Exposure to patterns on picture cards contributes to early visual recognition abilities.
  • Interacting with toys of various shapes and sizes supports the development of spatial awareness.
  • The experience encourages curiosity and a sense of discovery in the learning process.
This experience aligns with Jean Piaget's theory of cognitive development, emphasizing the importance of sensory-motor exploration in the early stages of cognition (Mcleod, 2018). Piaget's schema theory suggests that infants build mental frameworks through interactions, and this experience supports the formation of early cognitive schema through tactile and visual exploration.
2 – 3 years Sorting Shapes for Cognitive Growth
  • · Various geometric shapes (circles, squares, triangles)
  • · Colorful sorting bins or baskets
  • · Large, clear play area
Set up a designated play area with a variety of geometric shapes and sorting bins. Encourage children to explore and sort the shapes based on color, size, or type. Provide positive reinforcement and guidance as they engage in this cognitive sorting activity. This experience focuses on cognitive development by introducing children to basic shapes and enhancing their problem-solving skills. Sorting shapes promotes logical thinking as children categorize items based on different attributes. The colorful and engaging materials stimulate visual perception.
  • · Children will develop an understanding of basic geometric shapes.
  • · Cognitive skills such as sorting, categorizing, and problem-solving will be enhanced.
  • · Improved hand-eye coordination as children manipulates and place shapes in bins.
  • · Language development as children communicate about the shapes and their attributes.
  • · Increased attention span and focus during the sorting activity.
This experience aligns with Jean Piaget's theory of cognitive development, specifically the preoperational stage. The sorting activity encourages children to use classification skills and logical thinking, fostering cognitive growth (Barrouillet, 2015). Piaget's emphasis on hands-on experiences as fundamental to learning is reflected in this interactive and engaging cognitive development activity.
3 – 5 years Building Shape Towers
  • · Various geometric-shaped building blocks (squares, triangles, circles)
  • · Pictures or posters depicting familiar objects with different shapes
  • · Large play area or table
Set up a designated play area with an assortment of geometric-shaped building blocks. Introduce the concept of shapes using pictures or posters, and encourage children to identify and replicate these shapes with the blocks. Provide hands-on guidance and support as needed. This experience promotes cognitive development by focusing on shape recognition and spatial understanding. Children engage in hands-on activities, manipulating blocks to create structures, enhancing their fine motor skills. The introduction of pictures adds a visual element, reinforcing their ability to identify and match shapes.
  • · Children will develop a basic understanding of geometric shapes.
  • · They will enhance their fine motor skills through block manipulation.
  • · The experience encourages problem-solving as children figure out how to replicate shapes.
  • · Cognitive development is fostered as children categorize and identify different shapes.
  • · Spatial awareness is heightened as children build structures with blocks.
Jean Piaget's theory of cognitive development, particularly the preoperational stage, aligns with this experience (Pakpahan & Saragih, 2022). The focus on hands-on exploration and the progression from concrete to abstract thinking corresponds to Piaget's emphasis on active learning in early childhood. Additionally, Lev Vygotsky's sociocultural theory underscores the importance of guided learning, suggesting that social interaction and collaboration play a crucial role in cognitive development ((PDF) a COMPARATIVE ANALYSIS: VYGOTSKY’S SOCIOCULTURAL THEORY and MONTESSORI’S THEORY, n.d.).

References

(PDF) A COMPARATIVE ANALYSIS: VYGOTSKY’S SOCIOCULTURAL THEORY AND MONTESSORI’S THEORY. (n.d.). ResearchGate. https://www.researchgate.net/profile/Kubra-Kirca-Demirbaga-2/publication/329921672_A_COMPARATIVE_ANALYSIS_VYGOTSKY
Barrouillet, P. (2015). Theories of cognitive development: From Piaget to today. Developmental Review, 38(38), 1–12. https://doi.org/10.1016/j.dr.2015.07.004
Bretherton, I. (1992). The Origins of Attachment theory: John Bowlby and Mary Ainsworth. Developmental Psychology, 28(5), 759–775. https://doi.org/10.1037/0012-1649.28.5.759
Dalton, T. C. (2005). Arnold gesell and the maturation controversy. Integrative Physiological & Behavioral Science, 40(4), 182–204. https://doi.org/10.1007/bf02915215
Davis, K., Christodoulou, J., Seider, S., & Gardner, H. E. (2011). The Theory of Multiple Intelligences. Ssrn.com. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2982593
Gardner, H., & Hatch, T. (1989). Educational Implications of the Theory of Multiple Intelligences. Educational Researcher, 18(8), 4–10. https://doi.org/10.3102/0013189x018008004
Gesell, A. (1929). Maturation and infant behavior pattern. Psychological Review, 36(4), 307–319. https://doi.org/10.1037/h0075379
Goldberg, S., Muir, R., & Kerr, J. (2013). Attachment Theory: Social, Developmental, and Clinical Perspectives. In Google Books. Routledge. https://books.google.co.in/books?hl=en&lr=&id=x- Oki9MxalQC&oi=fnd&pg=PA45&dq=John+Bowlby%27s+attachment+theory
Kuhn, D. (1979). The Application of Piaget’s Theory of Cognitive Development to Education. Harvard Educational Review, 49(3), 340–360. https://doi.org/10.17763/haer.49.3.h70173113k7r618r
McLeod, S. (2023, October 24). Albert Bandura’s Social Learning Theory. Simply Psychology; Simply Psychology. https://www.simplypsychology.org/bandura.html
Mcleod, S. (2018). Jean Piaget’s Theory of Cognitive Development. https://www.fwsolutions.net/wp-content/uploads/2020/01/cognitive-development-theory.pdf
Pakpahan, F. H., & Saragih, M. (2022). Theory Of Cognitive Development By Jean Piaget. Journal of Applied Linguistics, 2(2), 55–60. https://doi.org/10.52622/joal.v2i2.79
Scott, S., & Palincsar, A. (2013). Sociocultural theory. The Gale Group. https://www.dr-hatfield.com/theorists/resources/sociocultural_theory.pdf
Shapiro, R. (2000). Piaget’s Theory of Cognitive Development. https://openlab.bmcc.cuny.edu/ece-110-lecture-summer-2020longley/wp-content/uploads/sites/369/2020/05/ReichShapiro-2018-Piaget.pdf
Vargas, E. A. (2015). B. F. Skinner’s theory of behavior. European Journal of Behavior Analysis, 18(1), 2–38. https://doi.org/10.1080/15021149.2015.1065640 
Verenikina, I. (2003). Vygotsky’s Socio-Cultural Theory and the Zone of Proximal Development. Faculty of Social Sciences - Papers, 4–14. https://ro.uow.edu.au/sspapers/3201/
White, J. (n.d.). Howard Gardner : the myth of Multiple Intelligences. https://discovery.ucl.ac.uk/id/eprint/10001263/1/WhiteJ2005HowardGardner1.pdf
Xuejiao Zhang, Huili Wang, & Dan Guo. (2018). Embodied Cognition From the Perspective of Vygotsky’s Socio-cultural Theory. Philosophy Study, 8(8). https://doi.org/10.17265/2159-5313/2018.08.003


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