ANALYSIS WITH Embodied INTERACTIONThe use of EN (Figure 1) could be analyzed specifically using embodied interaction. The EN technique is a derivative of embodied interaction in measuring the context of physical and social interaction. The entire body is involved in the design process. In fact, one could say that working with children goes beyond their verbalizations. Thus, their behavior and their representation of knowledge are expressed in different ways. EN applies “the use of performance design”, in which children are understood in the middle of a complex environment and the quality of the experience is acquired as a whole. In this context, some aspects presented in this theory are highlighted: 1. Social computing: this means the application of social methods, such as the ethnographic approach, to recognize patterns in the accomplishment of an activity with a aim. This could be seen in the EN, in the use of creativity situated in familiar contexts. The ideas proposed to children arise mainly from the exploration of their environment. So not only is what they did discovered, but also what the children experienced during their explorations.2. Tangible Computing: In order to address a broader range of tactical and physical skills, this principle is based on the idea that several inherent skills could be "captured" by interacting with physical objects. In this sense, in EN, children remembered and replayed embodied experiences with objects, places and movements. 3. Embodiment – ​​This concept is more related to participation in daily activities than to physical reality. In this sense, performative perception is used as an everyday experience. In other words, instead of presenting a guess to children, it is a representation...... middle of paper ...... Centered on interaction and experience can be seen permeating all the original EN technique. This is because both theories apply concepts such as ethnography and embodiment. The scenarios provided in this work illustrate the results of the EN technique. These findings reinforce previous studies showing that co-design with children can lead to insightful ideas. I described an interaction in which children co-designed a new computer game to help young children cope with risks in the school environment. Therefore, a path is provided for using the understanding of embodied and experience-centered interaction theories in a design practice. Works cited by Elisa Giaccardi, Pedro Paredes, Paloma Díaz and Diego Alvarado. 2012. Embodied narratives: a performative co-design technique. In Proceedings of Design of Interactive Systems (DIS '12). ACM, New York, NY, USA, 1-10.