{"id":1971,"date":"2026-01-02T11:36:41","date_gmt":"2026-01-02T06:06:41","guid":{"rendered":"https:\/\/chireveti.com\/?p=1971"},"modified":"2026-01-02T11:36:52","modified_gmt":"2026-01-02T06:06:52","slug":"uczenie-sie-poprzez-doswiadczenie-we-wczesnym-dziecinstwie-dlaczego-dzieci-ucza-sie-lepiej-gdy-sie-ruszaja","status":"publish","type":"post","link":"https:\/\/chireveti.com\/pl\/embodied-learning-early-childhood-why-children-learn-better-when-they-move","title":{"rendered":"Uczenie si\u0119 poprzez do\u015bwiadczenie we wczesnym dzieci\u0144stwie: dlaczego dzieci ucz\u0105 si\u0119 lepiej, gdy si\u0119 ruszaj\u0105"},"content":{"rendered":"\n
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Dzieci my\u015bl\u0105 najpierw cia\u0142em, a dopiero potem s\u0142owami.<\/h1>

Uczenie si\u0119 poprzez do\u015bwiadczenie w okresie wczesnego dzieci\u0144stwa opisuje spos\u00f3b, w jaki dzieci rozumiej\u0105 d\u017awi\u0119ki, liczby i s\u0142owa poprzez ruch i praktyczne do\u015bwiadczenia.<\/p>

Nie doszed\u0142em do tego wniosku dzi\u0119ki teorii czy szkoleniom. Zrozumia\u0142em to powoli, pracuj\u0105c na co dzie\u0144 z ma\u0142ymi dzie\u0107mi i zauwa\u017caj\u0105c, kiedy nauka si\u0119 utrwala\u0142a, a kiedy znika\u0142a. Pr\u00f3bowa\u0142em pom\u00f3c dzieciom zapami\u0119ta\u0107 d\u017awi\u0119ki, liczby, kszta\u0142ty i s\u0142owa i wielokrotnie widzia\u0142em, \u017ce nauka utrwala\u0142a si\u0119 g\u0142\u0119biej, gdy anga\u017cowa\u0142y si\u0119 w ni\u0105 ich cia\u0142a.<\/p>

Zacz\u0119\u0142o si\u0119 od klaskania. Kiedy klaskali\u015bmy sylaby, dzieci \u0142atwiej je zapami\u0119tywa\u0142y. D\u017awi\u0119ki nie unosi\u0142y si\u0119 ju\u017c w powietrzu, ale osiada\u0142y. Dodali\u015bmy wi\u0119c pstrykanie palcami, a potem podskakiwanie. Nie nazywaj\u0105c tego \u015bwiadomie, \u0142\u0105czy\u0142am wczesn\u0105 nauk\u0119 fonetyki ze \u015bwiadomo\u015bci\u0105 sylab poprzez rytm i ruch. Dzieciom si\u0119 to podoba\u0142o, ale co wa\u017cniejsze, p\u00f3\u017aniej z pewno\u015bci\u0105 siebie przypomina\u0142y sobie te d\u017awi\u0119ki. To, co wygl\u0105da\u0142o jak zabawa, by\u0142o budowaniem pami\u0119ci poprzez cia\u0142o.<\/p>

Wraz ze wzrostem ich pewno\u015bci siebie, nauka zacz\u0119\u0142a nabiera\u0107 tempa. Nauka fonetyki nie ogranicza\u0142a si\u0119 do sali lekcyjnej. Wykorzystali\u015bmy sal\u0119 gimnastyczn\u0105 jako miejsce nauki, a nie jako przerw\u0119 od nauki. Dzieci pokonywa\u0142y tory przeszk\u00f3d, wspina\u0142y si\u0119 na du\u017ce \u015bcianki z klock\u00f3w LEGO, czo\u0142ga\u0142y si\u0119, balansowa\u0142y i zatrzymywa\u0142y w r\u00f3\u017cnych miejscach, aby przypomnie\u0107 sobie d\u017awi\u0119ki liter, po\u0142\u0105czy\u0107 je i utworzy\u0107 proste s\u0142owa CVC, zanim kontynuowa\u0142y nauk\u0119. Ruch wymaga\u0142 koordynacji i uwagi, ale dzieci by\u0142y spokojniejsze i bardziej skoncentrowane ni\u017c podczas siedzenia. Dzieci, kt\u00f3re mia\u0142y trudno\u015bci z przypomnieniem sobie d\u017awi\u0119k\u00f3w podczas siedzenia, potrafi\u0142y je odtworzy\u0107 podczas ruchu. Ich cia\u0142a wydawa\u0142y si\u0119 wspiera\u0107 my\u015blenie, a nie je zak\u0142\u00f3ca\u0107.<\/p>

Kiedy nauka sta\u0142a si\u0119 fizyczna we wczesnym dzieci\u0144stwie<\/h2>

To zrozumienie w naturalny spos\u00f3b rozszerzy\u0142o si\u0119 na wczesn\u0105 matematyk\u0119. Wykorzystali\u015bmy pocz\u0105tkowe d\u017awi\u0119ki jako spos\u00f3b na zebranie danych i stworzenie wykres\u00f3w s\u0142upkowych. Dzieci wyruszy\u0142y na poszukiwania, identyfikuj\u0105c obrazki i przedmioty na podstawie ich pocz\u0105tkowych d\u017awi\u0119k\u00f3w, a nast\u0119pnie pracowa\u0142y w grupach, aby z\u0142o\u017cy\u0107 gigantyczny wykres s\u0142upkowy na pod\u0142odze. Ka\u017cdy s\u0142upek mia\u0142 sw\u00f3j kolor, a wykres by\u0142 budowany kawa\u0142ek po kawa\u0142ku. Aby zrobi\u0107 miejsce, odsuni\u0119to sto\u0142y i krzes\u0142a. Dzieci liczy\u0142y, por\u00f3wnywa\u0142y, dostosowywa\u0142y i ponownie liczy\u0142y. Wykres nie by\u0142 czym\u015b, na co patrzy\u0142y; by\u0142 czym\u015b, co zbudowa\u0142y w\u0142asnymi cia\u0142ami.<\/p>

Nietypowe pomiary sta\u0142y si\u0119 cz\u0119\u015bci\u0105 codziennych poszukiwa\u0144. Dzieci mierzy\u0142y za pomoc\u0105 ksi\u0105\u017cek, klock\u00f3w, but\u00f3w, a czasem nawet siebie nawzajem. Cz\u0119sto mierzy\u0142y mnie. Traktowa\u0142y to bardzo powa\u017cnie i zawsze to pami\u0119ta\u0142y. D\u0142ugo\u015b\u0107, wysoko\u015b\u0107 i por\u00f3wnania sta\u0142y si\u0119 dla nich wa\u017cne, bo do\u015bwiadcza\u0142y ich, a nie tylko s\u0142ysza\u0142y o nich.<\/p>

Niekt\u00f3re z najbardziej znacz\u0105cych moment\u00f3w nauki by\u0142y proste. W grze w ciemno jedno dziecko pisa\u0142o liter\u0119, cyfr\u0119 lub kszta\u0142t na plecach kolegi, a drugie dziecko zgadywa\u0142o, co to jest. Wymaga\u0142o to uwagi, pami\u0119ci, dotyku i zaufania. By\u0142a to zabawa, ale wymaga\u0142a g\u0142\u0119bokiej koncentracji. Dzieci uczy\u0142y si\u0119 form poprzez zmys\u0142 dotyku, a nie tylko wzrok.<\/p>

Pisanie wysz\u0142o poza papier. Dzieci pisa\u0142y na mnie kred\u0105. Odkry\u0142y, kt\u00f3re powierzchnie nadaj\u0105 si\u0119 do pisania kred\u0105, a kt\u00f3re nie. \u015aciany, pod\u0142ogi, chropowate tekstury, g\u0142adkie. Otoczenie sta\u0142o si\u0119 cz\u0119\u015bci\u0105 nauki czytania i pisania. Pisanie nie ogranicza\u0142o si\u0119 ju\u017c do zeszyt\u00f3w; istnia\u0142o w przestrzeni i ruchu.<\/p>

Dzieci jako projektanci uciele\u015bnionego uczenia si\u0119<\/h2>

Stworzyli\u015bmy poci\u0105g, wykorzystuj\u0105c same dzieci. Jedno dziecko by\u0142o lokomotyw\u0105. Pozosta\u0142e musia\u0142y znale\u017a\u0107 swoje miejsce na podstawie pierwszej litery obrazka. Je\u015bli obrazek przedstawia\u0142 parasol, dziecko z liter\u0105 P musia\u0142o znale\u017a\u0107 w\u0142a\u015bciwe miejsce i tam usi\u0105\u015b\u0107. Poci\u0105g wielokrotnie zmienia\u0142 form\u0119. Dzieci sugerowa\u0142y nowe zasady, modyfikowa\u0142y gr\u0119 i tworzy\u0142y jej odmiany. Sta\u0142y si\u0119 projektantami, a nie tylko uczestnikami.<\/p>

Badanie ci\u0119\u017cko\u015bci i lekko\u015bci sta\u0142o si\u0119 zaj\u0119ciem na ca\u0142y dzie\u0144. Dzieci podnosi\u0142y przedmioty, por\u00f3wnywa\u0142y je, ponownie testowa\u0142y i omawia\u0142y swoje obserwacje. Krzes\u0142a, sto\u0142y, ksi\u0105\u017cki, pi\u00f3ra \u2013 wszystko sta\u0142o si\u0119 cz\u0119\u015bci\u0105 nauki. Cz\u0119sto to ja stawa\u0142am si\u0119 najci\u0119\u017cszym przedmiotem do podniesienia, co mia\u0142o dla nich ogromne znaczenie. Badanie to w naturalny spos\u00f3b przerodzi\u0142o si\u0119 w sortowanie, kategoryzowanie rzeczy \u017cywych i nieo\u017cywionych, liczenie, grupowanie materia\u0142\u00f3w, a p\u00f3\u017aniej tworzenie s\u0142\u00f3w poprzez mieszanie pocz\u0105tkowych d\u017awi\u0119k\u00f3w.<\/p>

Deszczowe dni nigdy nie by\u0142y powodem do zaprzestania nauki. Deszcz zawsze mia\u0142 sw\u00f3j cel. Wychodzili\u015bmy na zewn\u0105trz, aby obserwowa\u0107, czu\u0107, por\u00f3wnywa\u0107, a potem wracali\u015bmy z mokrymi butami i bogatymi rozmowami. Nauka dostosowywa\u0142a si\u0119 do otoczenia, zamiast zaprzesta\u0107 z jego powodu.<\/p>

Pisanie by\u0142o nast\u0119pstwem do\u015bwiadczenia. Dzieci u\u017cywa\u0142y p\u0119dzli i farb na pod\u0142ogach i sto\u0142ach. Potem wsp\u00f3lnie sprz\u0105tali\u015bmy. Pisanie sta\u0142o si\u0119 ostatnim etapem czego\u015b, co ju\u017c si\u0119 wydarzy\u0142o, a nie pocz\u0105tkowym wymaganiem.<\/p>

Nie wszyscy rozumieli ten spos\u00f3b nauczania. Cz\u0119sto musia\u0142am wyja\u015bnia\u0107 go rodzicom, kolegom i kierownictwu. Wielokrotnie spotyka\u0142am si\u0119 z odmow\u0105. Sala gimnastyczna s\u0142u\u017cy\u0142a do wychowania fizycznego, a nie do nauki. Dzieci musia\u0142y siedzie\u0107 i pisa\u0107 w zeszytach. Niekt\u00f3re dni by\u0142y trudne. Zrobi\u0142am wi\u0119c to, co wielu nauczycieli robi po cichu. Znalaz\u0142em sposoby. Wprowadzi\u0142em nauk\u0119 do przestrzeni, w kt\u00f3rych nie zawsze by\u0142a mile widziana. Pomimo oporu dzieci robi\u0142y post\u0119py. Rodzice to zauwa\u017cyli. By\u0142o mniej stresu, mniej przymusu i wi\u0119cej pewno\u015bci siebie.<\/p>

Niekt\u00f3rzy nauczyciele byli ciekawi i chcieli si\u0119 uczy\u0107. Inni woleli znane sobie schematy z \u0142awkami i krzes\u0142ami. Z czasem zmieni\u0142o si\u0119 kierownictwo. Niekt\u00f3rzy popierali nietradycyjne praktyki. Inni stali si\u0119 bardziej surowi. Dostosowa\u0142em si\u0119, gdzie mog\u0142em, i robi\u0142em wszystko, co w mojej mocy, \u017ceby nauczanie pozosta\u0142o ludzkie.<\/p>

Z czasem jedna prawda sta\u0142a si\u0119 jasna. Dzieci nie ucz\u0105 si\u0119 w oderwaniu od swoich cia\u0142. Ich ruchy, r\u00f3wnowaga, r\u0119ce i zmys\u0142y nie s\u0105 czynnikami rozpraszaj\u0105cymi uwag\u0119 podczas nauki. Stanowi\u0105 one jej podstaw\u0119. Kiedy wymagamy od dzieci, aby siedzia\u0142y spokojnie podczas nauki, cz\u0119sto eliminujemy ten system, kt\u00f3ry pomaga im si\u0119 uczy\u0107.<\/em><\/strong><\/p>

Nie zmieni\u0142em dzieci. Zmieni\u0142em warunki, w jakich si\u0119 znajdowa\u0142y. Kiedy ca\u0142e cia\u0142o mog\u0142o uczestniczy\u0107 w nauce, sta\u0142a si\u0119 ona spokojniejsza, g\u0142\u0119bsza i trwalsza. Nie jest to metoda, kt\u00f3r\u0105 sam opracowa\u0142em. Jest to zrozumienie, kt\u00f3re wy\u0142oni\u0142o si\u0119 z praktyki. Dzieci my\u015bl\u0105 cia\u0142em na d\u0142ugo przed tym, zanim zaczn\u0105 my\u015ble\u0107 s\u0142owami, a kiedy szanujemy to, nauka staje si\u0119 bardziej ludzka.<\/strong><\/p> <\/div>\n<\/div>\n <\/div>\n <\/div>\n <\/div>\n

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Dzieci najlepiej ucz\u0105 si\u0119, gdy anga\u017cuj\u0105 swoje cia\u0142a. Ten artyku\u0142 dotyczy praktycznej nauki opartej na ruchu we wczesnym dzieci\u0144stwie oraz tego, jak d\u017awi\u0119ki, liczby, s\u0142owa i zrozumienie pozostaj\u0105 w pami\u0119ci, gdy nauka wykracza poza krzes\u0142o.<\/p>","protected":false},"author":1,"featured_media":1973,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_uf_show_specific_survey":0,"_uf_disable_surveys":false,"footnotes":""},"categories":[20],"tags":[],"class_list":["post-1971","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-early-years-education-parenting","has-post-title","has-post-date","has-post-category","has-post-tag","has-post-comment","has-post-author",""],"aioseo_notices":[],"builder_content":"\"Early\n

Children Think With Their Bodies Before They Think With Words<\/h1>

Embodied learning early childhood describes how children understand sounds, numbers, and words through movement and hands-on experience.<\/p>

I did not arrive at this understanding through theory or training. It grew slowly from daily work with young children and from noticing when learning stayed and when it slipped away. I was trying to help children remember sounds, numbers, shapes, and words, and again and again I saw that learning settled more deeply when their bodies were involved.<\/p>

It began with clapping sounds. When we clapped syllables together, children remembered them more easily. The sounds no longer floated; they landed. So we added snapping, then hopping. Without consciously naming it, I was joining early phonics with syllable awareness through rhythm and movement. The children enjoyed it, but more importantly, they recalled the sounds later with confidence. What looked like play was memory being built through the body.<\/p>

As their confidence grew, the learning itself began to move. Phonics did not stay at the table. We used the gymnasium as a learning space, not as a break from learning. Children moved through obstacle courses, climbed over large LEGO walls, crawled, balanced, and stopped at different points to recall letter sounds, blend them, and create simple CVC words before continuing. The movement required coordination and attention, yet the children were calmer and more focused than when they were seated. Children who struggled to recall sounds while sitting could retrieve them while moving. Their bodies seemed to support thinking rather than interrupt it.<\/p>

When Learning Became Physical in Early Childhood<\/h2>

This understanding naturally extended into early mathematics. We used initial sounds as a way to collect data and build bar graphs. Children went on a hunt, identifying pictures and objects by their initial sounds, and then worked in groups to assemble a giant bar graph on the floor. Each bar had a colour, and the graph was built piece by piece. Tables and chairs were pushed aside to make space. Children counted, compared, adjusted, and counted again. The graph was not something they looked at; it was something they constructed with their bodies.<\/p>

Non-standard measurement became part of daily exploration. Children measured using books, blocks, shoes, and sometimes each other. Often, they measured me. That part was taken very seriously and always remembered. Length, height, and comparison became meaningful because they were experienced, not explained.<\/p>

Some of the most powerful learning moments were simple. In a blind game, one child wrote a letter, number, or shape on a friend\u2019s back, and the other child guessed what it was. This required attention, memory, touch, and trust. It was playful, but deeply focused. Children learned forms through sensation, not only through sight.<\/p>

Writing moved beyond paper. Children wrote on me with chalk. They discovered which surfaces held chalk and which did not. Walls, floors, rough textures, smooth ones. The environment became part of literacy. Writing was no longer limited to notebooks; it existed in space and movement.<\/p>

Children as the Designers of Embodied Learning<\/h2>

We created a train using the children themselves. One child was the engine. The rest had to find their place based on the initial sound of a picture. If the picture was umbrella, the child with the letter U had to find the correct place and sit there. The train changed forms many times. The children suggested new rules, modified the game, and created variations. They became the designers, not just the participants.<\/p>

Exploring heavy and light became a full-day investigation. Children lifted objects, compared them, tested again, and discussed their observations. Chairs, tables, books, feathers, all became part of learning. I often became the heaviest object to lift, which mattered greatly to them. This exploration moved naturally into sorting, categorising living and non-living things, counting, grouping materials, and later creating words by mixing initial sounds.<\/p>

Rainy days were never a reason to stop learning. Rain always had a purpose. We went out to observe, feel, compare, and return with wet shoes and full conversations. Learning adjusted to the environment rather than stopping because of it.<\/p>

Writing followed experience. Children used brushes and paint on floors and tables. We cleaned together afterward. Writing became the final step of something already lived, not the starting demand.<\/p>

Not everyone understood this way of learning. I often had to explain it to parents, colleagues, and management. I was told no many times. The gym was for physical education, not for learning. Children needed to sit and write in books. Some days were difficult. So I did what many teachers quietly do. I found ways. I brought learning into spaces where it was not always welcomed. And despite the resistance, children progressed. Parents noticed. There was less stress, less forcing, and more confidence.<\/p>

Some teachers were curious and wanted to learn. Others preferred familiar routines of tables and chairs. Management changed over time. Some supported non-traditional practices. Some became stricter. I adapted where I could and continued to do as much as possible to keep learning human.<\/p>

Over time, one truth became clear. Children do not learn separately from their bodies. Their movement, balance, hands, and senses are not distractions from learning. They are the foundation. When we ask children to sit still in order to learn, we often remove the very system that helps learning stay.<\/em><\/strong><\/p>

I did not change the children. I changed the conditions around them. When the whole body was allowed to participate, learning became calmer, deeper, and more lasting. This is not a method I designed. It is an understanding that emerged from practice. Children think with their bodies long before they think with words, and when we respect that, learning becomes more human.<\/strong><\/p>\n\"provocation\n\"When\n\"heavy\n\"body\n\"heavy\n\"reading\n\"me\n\"skip","_links":{"self":[{"href":"https:\/\/chireveti.com\/pl\/wp-json\/wp\/v2\/posts\/1971","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/chireveti.com\/pl\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/chireveti.com\/pl\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/chireveti.com\/pl\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/chireveti.com\/pl\/wp-json\/wp\/v2\/comments?post=1971"}],"version-history":[{"count":14,"href":"https:\/\/chireveti.com\/pl\/wp-json\/wp\/v2\/posts\/1971\/revisions"}],"predecessor-version":[{"id":1996,"href":"https:\/\/chireveti.com\/pl\/wp-json\/wp\/v2\/posts\/1971\/revisions\/1996"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/chireveti.com\/pl\/wp-json\/wp\/v2\/media\/1973"}],"wp:attachment":[{"href":"https:\/\/chireveti.com\/pl\/wp-json\/wp\/v2\/media?parent=1971"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/chireveti.com\/pl\/wp-json\/wp\/v2\/categories?post=1971"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/chireveti.com\/pl\/wp-json\/wp\/v2\/tags?post=1971"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}