The current philosophical learning space for children is facing the problem of “disembodiment.” Its spatial structure hinders children’s bodily interactions, and the environment for thinking has not yet developed enough security for children’s bodies. Children’s philosophical inquiry has been reduced to a kind of bodiless action. Therefore, the introduction of embodied cognition theories would be considered an urgent and significant task. In the sense of John Dewey’s pragmatism, philosophy for children and embodied cognition theory are interconnected, both criticizing the traditional dualism of body and mind, pointing out that the body is the basis of cognition, and emphasizing the interaction between the body and the surrounding environment. The body has an important significance to the practice of philosophy for or with children, with body perception as a cognitive foundation for philosophical inquiry, body experience as a cornerstone for the development of children’s thinking, and body action as a practical way of philosophical exercises. In order to reconstruct the philosophical learning space informed by embodied cognition, it is necessary to pay attention to both the internal and the external space of the body, and endeavor to construct a free and safe classroom atmosphere, create an open and inclusive cultural space, and turn to a dynamically generated space.