Tangible programming toys support body syntonicity, where children use knowledge of their own bodies to solve problems computationally. However, we currently know little about how teachers can support these embodied computational learning processes. In this study, we examine how teachers are responsive to and support preschoolers’ embodied engagement in three computational thinking practices: problem decomposition, debugging, and abstraction. Through interaction analysis, we show how teachers re-“voice” embodied proposals by purposefully taking up and transforming preschoolers’ body syntonic problem solving efforts to focus, recontextualize, and decontextualize them. Implications for the embodied teaching and learning of computational thinking with tangible programming toys are discussed. (author abstract)