Relationship between creativity and laterality in Early Childhood Education

• Main Authors: Rocío BERENGUER SÁNCHEZ, Fatima LLAMAS SALGUERO, Verónica LÓPEZ FERNÁNDEZ
• Format: Article
• Language: English
• Published: Ediciones Universidad de Salamanca 2016-12-01
• Series: Enseñanza & Teaching
• Subjects: creatividad; lateralidad; educación infantil; innovación; formación; docentes
• Online Access: https://revistas.usal.es/index.php/0212-5374/article/view/13403

<p><span>In primary education is essential to know and develop methodologies using the development of creativity and laterality in the process of teaching and learning in our student. It is an ideal place to study the relationship between these variables period. As we understand creativity as an integral part of all the languages in which student in early childhood education (verbal and written language, plastic body…) are expressed, for all languages represent a creative process, a way to communicate with others, either verbal or written form, plastic. All these forms of communication is also related to another concept as laterality. It is essential to identify and examine the importance of laterality and dominations in kindergarten because all these processes are required before accessing other languages such as literacy. The objective of this study is to describe the relationship between creativity and laterality in Early Childhood Education. This has been evaluated 60 children in the second cycle of Infant Education and creativity variables defined and undefined laterality. In the development of this research test Torrance Creative Thinking (1974) of figurative expression and the test of laterality of the neuropsychological test (2011) it was applied. The results show that most of the student have defined laterality with 75%. These student earn higher average scores on each component of creativity, the group with undefined laterality and more creativity than the group with undefined laterality.</span></p>