CEFContemporary Education Frontiers3029-18793029-1860WHIOCE PUBLISHING PTE. LTD.10.18063/CEF.v4i3.1726ArticleResearch on the Interactive Mechanism between Picture Book Reading and Children’s Life Education from the Perspective of Embodied Cognitionhttps://artdesignp.com/journal/CEF/4/3/10.18063/CEF.v4i3.1726ZhangLeyao,ZhouXiaodan,SongMiaomiao,ZhangJing2026432026-03-26Picture books are important in children’s life education, but most common methods focus on storytelling and stirring emotions, and they treat children as passive receivers. This approach does not consider how a child’s physical experiences, like touching things, moving around, and interacting with others, basically shape how they understand life; we use the idea of thinking with the body to redefine reading as an active experience that involves the whole body. A picture book turns into a situation that involves the body; when children touch the pages, copy the characters’ actions, and imagine themselves being in the story, abstract ideas like care or loss become things they can really feel and understand. We look into how the child, the book, and the surrounding environment work together, and we explain in detail three ways this process works: sensory and emotional links, learning by moving and thinking, and making meaning from the situation. We offer some practical ways, such as setting up multi-sensory environments and connecting stories to real-life actions, to respect how children learn through their bodies; our goal is to create life education that children not only understand but also experience deeply, making it more personal and long-lasting.Body-based thinking, Reading picture books, Life education for children, Learning through the body, Sensory and movement experiences, Meaning creation

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