This paper is an essay combining psychology and education through historical-critical psychology to understand, within a subjective timeline, contemporary childhood education. It is based on corporeality from a phenomenological perspective, considering play and interaction as fundamental axes and the child as an active subject in their learning process. The analysis integrates Heinz Werner’s and Maurice Merleau-Ponty’s theories, addressing the interfaces between syncretic perception theory and orthogenesis as a dynamic process, as well as the phenomenology of perception, highlighting the ontological role of the body as an active agent in world interaction. The text also dialogues with developmental psychology authors such as Jean Piaget, Lev Vygotsky, and Jaan Valsiner. By integrating these perspectives, childhood development is understood as an adaptive process in which the body is not merely a stimulus receptor but a protagonist in perceptual, cognitive, emotional, and cultural development. The study concludes that revisiting Heinz Werner’s theoretical assumptions was essential to elucidate the contributions of corporeality to a child’s full development, recognizing the body as a central mediator. Play and interaction, as bodily experiences, emerge as essential practices that respect the natural rhythm of childhood, promoting integral experiences.