The work aims to analyze and study the theory of embodied cognition from a design perspective and explore the furniture design strategies that meet the needs of school-age children by the KANO-TOPSIS model, in order to better serve this demographic. Firstly, based on the theory of embodied cognition, the physiological and psychological characteristics of school-age children were considered to analyze the commonalities between embodied cognition theory and children's furniture design. Secondly, interviews and surveys were conducted to uncover the initial embodied needs of furniture design for school-age children, followed by a KANO questionnaire analysis to identify key embodied needs. Next, the TOPSIS method was adopted to determine the priority ranking of each key embodied need, transforming them into design elements and proposing a hierarchical model of furniture design needs for school-age children. Finally, with a game table as an example, the design satisfaction was assessed through NPS recommendations to verify the feasibility of this design approach. The KANO-TOPSIS model maps embodied cognition theory onto children's furniture design, proposing a design pathway that aligns with children's physical and psychological characteristics. This enhances the user experience of children's furniture and provides new insights for the innovative optimization of furniture design for school-age children.