INTERNALIZATION OF EMBODIED COGNITION IN EARLY NUMERACY COGNITIVE PROCESSES THROUGH A DEEP LEARNING APPROACH IN EARLY CHILDHOOD EDUCATION
Internalisasi Embodied Cognition Siswa PAUD dalam Proses Kognitif Numerasi Awal dengan Pendekatan Deep Learning
DOI:
https://doi.org/10.36456/incrementapedia.vol8.no1.a11752Kata Kunci:
embodied cognition, early numeracy, deep learning, early childhood education.Abstrak
This study aims to describe the internalization of embodied cognition in the development of early numeracy among young children through a deep learning approach. Employing a qualitative case study design, the research involved children aged 4–6 years and early childhood teachers engaged in numeracy learning activities. Data were collected through participant observation, semi-structured interviews, and documentation and analyzed using the interactive model of data analysis, including data condensation, data display, and conclusion drawing. The findings demonstrate that the internalization of embodied cognition occurs through children's active bodily engagement during numeracy learning. Sensorimotor experiences, including body movement, gestures, manipulation of concrete materials, and environmental exploration, facilitate children's conceptual understanding of counting, classification, one-to-one correspondence, pattern recognition, and sequencing. The deep learning approach further supports this process by promoting inquiry, active participation, reflection, collaboration, and contextual problem-solving, enabling children to construct mathematical understanding from authentic learning experiences rather than through rote memorization. The integration of embodied cognition and deep learning strengthens the relationship between sensory, motor, and cognitive processes, resulting in more meaningful, contextual, and sustainable numeracy learning. These learning experiences foster children's conceptual understanding, reasoning abilities, and confidence in applying numeracy concepts across different contexts. In conclusion, integrating embodied cognition with a deep learning approach provides a robust pedagogical foundation for early childhood numeracy instruction by positioning bodily experience as an essential medium for knowledge construction. This study contributes to the development of developmentally appropriate and meaningful pedagogical practices that support early numeracy competence in young children
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