Studies of embodied cognition offer powerful accounts of the semiotic resources people use as they think together within different domains. Yet this research does not typically foreground the history of relationships within focal interactions—a history we have found to be consequential to the ways embodied actions unfold. Through ethnographic and interactional analysis of the assistance students received in a tinkering afterschool program and the forms of assistance they enacted over time, we show how children supported one another using embodied movements that were embedded in relational histories and imbued with pedagogical and ethical values. We substantiate these findings by introducing the range of embodied movements identified within the setting, followed by a detailed analysis of three cases spanning distinct time-scales (5 minutes, 1 week, 3 years). The cases help establish the construct of embodied pathways, which we define as courses of possible action involving participants’ bodies and voices that model particular relations. We argue that the experience of receiving embodied assistance creates resources for mediation in the future, as seen in subsequent acts of guidance and solidarity across children. More broadly, we argue for greater attention to how people learn to be in relation within research on embodied learning.

内在认知的研究提供了人们在不同领域共同思考时所使用的符号资源的有力说明。但是，这项研究通常不会关注焦点互动中关系的历史，而我们发现这一历史与具体行动的展开方式有关。通过对志趣相投的课后计划中学生获得的援助的民族志和互动分析以及他们随着时间的推移所制定的援助形式，我们展示了孩子们如何利用嵌入在关系历史中并带有教育和道德价值观的具体运动互相支持。我们通过介绍在该环境中确定的具体动作的范围来证实这些发现，然后对跨越不同时间范围（5分钟，1周，3年）。这些案例有助于建立具体路径的构造，我们将其定义为涉及参与者身体和对特定关系建模的声音的可能动作的过程。我们认为，接受亲身帮助的经验为将来的调解创造了资源，这在随后的儿童指导和团结行动中可以看出。更广泛地说，我们主张更多地关注人们在具体学习的研究中如何学习与人之间的关系。从随后的儿童指导和团结行动中可以看出。更广泛地说，我们主张更多地关注人们在具体学习的研究中如何学习与人之间的关系。从随后的儿童指导和团结行动中可以看出。更广泛地说，我们主张更多地关注人们在具体学习的研究中如何学习与人之间的关系。