Spatial perception is a fundamental component of children''s cognitive development, playing a significant role in environmental interaction, navigation, and learning. Despite its importance, many educational and research approaches have addressed spatial perception mainly as a cognitive or visual ability, giving limited attention to the role of the body, movement, and lived engagement with space. This study examines the potential of fundamental architectural design elements in fostering children''s spatial perception from both cognitive-science and phenomenological perspectives, adopting a theoretical-conceptual framework and an analytical-interpretive approach. Embodiment, multisensory perception, and sensorimotor experience are analyzed within both traditions to show that, despite differing epistemological foundations, they converge on the centrality of movement as the most influential perceptual-motor factor in the formation of spatial experience. Building on Hardy''s (2011) concept of ''contained movement,'' which is closely related to embodiment, the study explains how movement is expressed and perceived even in static architectural forms, and reinterprets point, line, plane, and volume in terms of the bodily movement patterns they evoke rather than any single ''dominant sense''. The findings indicate that each element activates a distinct embodied movement pattern—pause and focus, extension and direction, contact and confrontation, enclosure—that contributes to the formation of fundamental spatial concepts. A conceptual model is proposed linking architectural elements, evoked movement patterns, and perceived spatial concepts, offering a theoretical foundation for the future design and evaluation of embodied exercises.