The laterality: develops the psychomotricity of your children

Luis Subiran

28 October, 2015

In this article we want to introduce you into a concept that, although it seems to be limited, is one of the basic points in the psychomotor development of children: laterality. This is a fundamental concept in the driving development of the youngest.
For Quiros and Schrager (1979), laterality allows access to the symbolic orientation of one of the hemispheres, which transfers their body and space information to the other. In case this transmission does not occur satisfactorily, the receiving hemisphere takes longer to process it, which causes that it can not focus on the activities for which it is more capable. Therefore, we can insist on the fact that laterality assumes a capital role in the organization of psychic functions.
Symmetrically speaking, the human body is of an anatomy of very similar dimensions, but functionally the differences grow and we become more asymmetric. We write with one hand, we eat with one hand, we tend to hit a ball with one foot ... This only represents our tendency to preferably use one side of our body.
Within the laterality, as Eduardo Justo Martínez states, we can distinguish between two types: cerebral laterality i body laterality (motor or sensory). When we talk about cerebral laterality we talk about how cerebral hemispheres exert their dominion over one another. In the case of body laterality, we refer to the prevalence and the motor and sensory preferences of each side of the body. Prevalence is imposed by genetic codes and determined by the existence of a major tone and force on one side of the body and better chances of dexterity. For its part, the preference is given by environmental aspects and does not necessarily coincide with the prevalence. Body laterality is finally revealed in the dominant hand (foot) and foot (motor) and in the dominant (sensory) eye and ear.
The body axis is what allows the use of both sides and, therefore, the functional integration of laterality into the child's body schema. Spatial orientation occurs with reference to the body axis.
Finally, we can distinguish two types of formulas when we speak of laterality:
Homogenous laterality to the right (right / ana)
Homogeneous laterality to the left (left / right)
Cross-sectionality (commonly when the sensory part and the motive do not correspond to the same body hemisphere: dominant hand and eye)
Ambidextrous (when the use of one side is as strong as that of the other)
Thus, we can translate laterality as the capacity for sensory and motor integration of both sides of the body that promotes the stability on which the relationship of the individual with his environment is based.
The game
In the development of laterality, play as such plays a leading role in settling the laterality of children. From the game the definitive claim of laterality is sought. It is through the game that there are activities that allow working according to the evolutionary stage in which children are found.
Laterality phases
Until 2 years we talk about the phase of undifferentiated laterality, characterized by bilateral symmetrical movements. The child still does not differ between one side and the other.
From 2 to 4 years Approximately, we talk about the phase of alternating laterality, in which everyday actions are experimented with one hand and the other, often comparing the results. At this stage, from the game, the awareness of body symmetry is enhanced, work is done with activities that separate the body segments and attempts to experience the maximum number of movements that require differentiated use on one side and the other body.
From 4 to 6-8 years Let's talk about the final laterality phase. The main objective is for the child to consolidate this laterality that is already fixed. The proposed activities should allow the child to differentiate between his own left and right, and differentiate it from the rest of the people. In addition, the game is working so that children refine the movements of their dominant body segments.
From brightness We are committed to sporting activity from very young to achieve, among many other things, a laterality worked from the proposal of multi-sports activities (pre-sports, psychomotricity, sports initiation, swimming classes ...) so that the child can experience Its possibilities and end up successfully consolidating it and integrating it into its body scheme in a satisfactory way. We believe in sport as an essential part in the development of human beings, both for the transmission of values ​​in which we focus one of our focuses and the physical development of people.

the author

Luis Subiran

Responsible Sports Initiation and Leisure Claror Cartagena

CFGS Animation Physical and Sports Activities, and Teaching of Physical Education

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