POCHWAŁA ZAJĘĆ ODKRZESŁOWIONYCH. JĘZYK I RUCH W PERSPEKTYWIE 4E COGNITION W EDUKACJI WCZESNOSZKOLNEJ
IN PRAISE OF DE-DESKING: LANGUAGE AND MOVEMENT THROUGH THE LENS OF 4E COGNITION IN EARLY LANGUAGE EDUCATION

Summary/Abstract: The article addresses the problem of "desk-boundedness" in early language education and highlights the need for its redefinition in the light of the 4E cognition paradigm. An analysis of research in developmental psychology, neuroscience, and applied linguistics demonstrates that the language development of children aged 6-9 is inseparably linked with movement, action, and emotions. Incorporating embodied experiences into the teaching process not only supports memory and motivation but also constitutes a prerequisite for the transition from intuitive to symbolic cognition. The article interprets Pestalozzi's triad ("head, hand, and heart") as a historical precursor of the contemporary concept of 4E cognition and identifies institutional barriers that hinder its implementation in Polish schools. It further argues that "de-desking" is not a methodological innovation but a necessity grounded in developmental and neurobiological mechanisms. Finally, the article discusses the problem of transfer: how embodied experiences, encoded in procedural and emotional memory, can be applied to new communicative situations.

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