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Improvement of Laterality Through the ABN Method in a Learning Enviroment in Early Education

Improvement of Laterality Through the ABN Method in a Learning Enviroment in Early Education

David Zamorano-Garcia, Paula Flores-Morcillo, María Isabel Gil-García, Miguel Ángel Aguilar-Jurado
Copyright: © 2021 |Pages: 22
ISBN13: 9781799875857|ISBN10: 1799875857|ISBN13 Softcover: 9781799875864|EISBN13: 9781799875871
DOI: 10.4018/978-1-7998-7585-7.ch003
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MLA

Zamorano-Garcia, David, et al. "Improvement of Laterality Through the ABN Method in a Learning Enviroment in Early Education." Physical Education Initiatives for Early Childhood Learners, edited by Pedro Gil-Madrona, IGI Global, 2021, pp. 33-54. https://doi.org/10.4018/978-1-7998-7585-7.ch003

APA

Zamorano-Garcia, D., Flores-Morcillo, P., Gil-García, M. I., & Aguilar-Jurado, M. Á. (2021). Improvement of Laterality Through the ABN Method in a Learning Enviroment in Early Education. In P. Gil-Madrona (Ed.), Physical Education Initiatives for Early Childhood Learners (pp. 33-54). IGI Global. https://doi.org/10.4018/978-1-7998-7585-7.ch003

Chicago

Zamorano-Garcia, David, et al. "Improvement of Laterality Through the ABN Method in a Learning Enviroment in Early Education." In Physical Education Initiatives for Early Childhood Learners, edited by Pedro Gil-Madrona, 33-54. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7585-7.ch003

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Abstract

This chapter aims to shed light on the relationship between the development of laterality and the learning of mathematics in early childhood education using the ABN method. Thus, the authors present an experience developed with 24 children of 4 and 5 years old from several sessions of physical education where laterality and mathematics were worked on in the framework of a project developed in the classroom. The neuropsychological laterality test and a psychomotor table with values referred exclusively to manual and foot laterality, and indicators referred to the ABN method were used as evaluation instruments. The results obtained indicate that students with homogeneous right- or left-handed laterality obtain better results, as well as those with crossed laterality, since they have defined their manual and foot dominance. However, students with undefined laterality obtain worse results, even showing a lateral tendency towards the use of the right side of the body.

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