An Analysis of the Early Childhood Teacher Education Programs in Higher Education Institutions from the Perspective of Embodied Cognition Theory
Abstract
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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DOI: https://doi.org/10.18686/mcs.v5i3.1958
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