This book operationalises the new field - EmLearning - that integrates embodiment and grounded cognition perspectives with education using the 4E approach as a guiding principle, which suggests that cognition is embodied, embedded, enacted, or extended.

Part 1: Introduction Chapter 1 - Introduction to the anthologyPart 2: Language as lived experience Chapter 2 - Languages are grounded in the bodyChapter 3 - Exploring reading aloud events through embodied learning: Impacts on early literacy Chapter 4 - Inclusive language teachingPart 3: Reading and writing in school Chapter 5 - Substrates, displays, technologies and texts: Embodied, experiential reading Chapter 6 - Embodied learning with and through different writing methods Chapter 7 – Long-form silent reading in the contemporary classroom from an embodied learning perspective: “School is probably the worst place to read” Chapter 8 – Education in the cognitivist and embodied paradigms. Why won’t my students read?Part 4: Aesthetic learningChapter 9 - Thinking through hands in education Chapter 10 – Why whole-body drawing still matters in our digital age Chapter 11 - Apprenticeship as a model for teaching and learning in formal educationPart 5: Technology, nature-connectedness, and science learningChapter 12 - Conceptualising technology-enhanced embodied pedagogy Chapter 13 – Smart technology in nature-based learning—embodied and situated processes Chapter 14 - How nature-like artworks induce perceptual processes benefitting education in general and science education in particularPart 6: Music and physical education Chapter 15 - Embodied music learning Chapter 16 - Teaching and learning in physical education teacher education Chapter 17 – Embodied learning in interaction: The case of aikidoPart 7: Conclusions Chapter 18 – Conclusions

"Overall, I consider the book to make an excellent contribution to 4E cognition-inspired research on learning and teaching at various levels and areas of education. The chapters apply the 4E cognition framework insightfully in their respective contexts. I enjoyed reading the chapters very much and felt that many of them make an outstanding contribution to the field."- Professor Kai Hakkarainen, Department of Education, University of Helsinki, Finland.