000089996 001__ 89996
000089996 005__ 20230622083317.0
000089996 0247_ $$2doi$$a10.15405/epsbs.2020.05.5
000089996 0248_ $$2sideral$$a118054
000089996 037__ $$aART-2020-118054
000089996 041__ $$aeng
000089996 100__ $$0(orcid)0000-0002-4130-927X$$aMoreno Pueyo, Ana$$uUniversidad de Zaragoza
000089996 245__ $$aCreativity, art and laterality as tools for learning the language in children
000089996 260__ $$c2020
000089996 5060_ $$aAccess copy available to the general public$$fUnrestricted
000089996 5203_ $$aThe first years of life are fundamental because is the time where the bases are laid for the acquisition of cognitive skills, such as psychomotor, emotional and social abilities necessary for the proper learning. However, each day it is more common to find children in primary schools who suffer school failure. Behind this fact we find difficulties that have not been perceived in the first years of schooling, such as a poor integration of the body scheme and spatio-temporal orientation and a lack of definition in laterality. Different studies have shown that good laterality settlement can improve the literacy learning. Creativity, helps learning to be attached by a sense of pleasure which allows the development of cognitive, psychomotor, affective and social abilities in students. This study tests the influence of creativity, art and laterality in the learning of the language subject of 2nd grade children. 60 children have been gathered between the ages of 7 and 8 years old from Barcelona. The results of the investigation have shown that the defined laterality (right and left handed) favors the learning of the language subject to a greater extent than when it is crossed; meaning that academic performance is significantly higher when we have a defined laterality. In order to improve learning, an intervention is proposed to develop creativity and laterality, which is why this research has a preventive function of school failure.
000089996 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S51-17R
000089996 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
000089996 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000089996 700__ $$0(orcid)0000-0003-0898-0480$$aLira Rodríguez, Eva M.$$uUniversidad de Zaragoza
000089996 700__ $$0(orcid)0000-0002-3887-6062$$aGracia Bernal, Amparo$$uUniversidad de Zaragoza
000089996 7102_ $$14009$$2740$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicología Social
000089996 7102_ $$14009$$2775$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Sociología
000089996 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000089996 773__ $$g84 OPIICS 2019, 5 (2020), 38-49$$tThe European Proceedings of Social & Behavioural Sciences$$x2357-1330
000089996 85641 $$uhttps://www.europeanproceedings.com/proceedings/EpSBS/volumes/opiics2019$$zTexto completo de la revista
000089996 8564_ $$s418037$$uhttps://zaguan.unizar.es/record/89996/files/texto_completo.pdf$$yVersión publicada
000089996 8564_ $$s324755$$uhttps://zaguan.unizar.es/record/89996/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000089996 909CO $$ooai:zaguan.unizar.es:89996$$particulos$$pdriver
000089996 951__ $$a2023-06-21-15:02:26
000089996 980__ $$aARTICLE