Laterality Development and Educational Intervention Strategies

Posted on Oct 19, 2025 in Physical Education

Laterality in Education: Concepts and Implications

The Concept of Laterality in the Educational Context

Laterality refers to the functional asymmetry of the human body, specifically the predominant use of one side (hemisphere/limb) over the other. This concept is crucial in education due to its relationship with:

The determination of laterality and its manifestation in various forms, including school difficulties and challenges faced by individuals with disabilities.
Neuromotor conduct, which is educable, and the fundamental organization of the body plan.
Being a primary cause of a number of developmental problems or difficulties.
Responsibility for spatial orientation.

Defining Laterality and Functional Asymmetry

The predominant use of certain limbs or sides over others is defined as:

“The process by which each individual dominates or makes more frequent use of one half of the body (hemibody) against the other (the question of dominance).”
“The preference of use and superior fitness of one of the asymmetrical parts of the body.”

Laterality is the translation of this functional asymmetry.

Types of Laterality

Classification Based on Activity

In use (conscious, learned activities).
Spontaneous (natural, reflexive actions).

Classification Based on Homogeneity (Integration)

Laterality can be:

Integral or Complete: Consistent dominance (e.g., fully right-handed).
Non-Integrated: Includes cross-laterality, ambidexterity, indefinite laterality, or disgruntled lefties (forced right-handers).

Laterality is linked to the genetic system, but individuals are not born strictly left- or right-handed; it also depends on neurological maturation. However, it can be modified by social or cultural factors.

Assessment involves observing laterality that is spontaneous (e.g., the hand used to grab things) versus laterality of use (e.g., the hand used to eat or draw). Assessment becomes more critical around 4 years of age.

Developmental Stages of Laterality

Theories on Laterality Development

According to Gesell, laterality relates to reflexes present from birth.
For Tournay, development begins when the child starts using objects (around 4 months).
From 7 months, the child may start working with one hand more than the other, showing a tendency toward main use (though conclusions are not yet accurate).

General Timeline of Predominance

In general, we can observe the following timeline:

Until age 3: Lateral predominance is fluctuating (the child frequently changes hands).
From 3–4 years: A predominance begins to show (which is important to observe) and eventually tends to assert itself.
At age 6: Laterality is definitively established. The domain or prevalence is fixed, or there is some awareness of which hand dominates best. This awareness is associated with specific activities.

Stages of Right-Left Discrimination

1st Stage (Early Childhood): No distinction between the two sides of the body.
2nd Stage (4–5 years): The child understands the positions of the limbs on the body but does not yet distinguish between right and left.
3rd Stage (6–7 years): Most children begin to distinguish between right and left.
4th Stage (8+ years): Children can already distinguish quite precisely between what is right and what is left.

Educational Intervention Strategies

General Intervention Guidelines

It is extremely difficult to provide universal directions, but the following principles apply:

The important goal is to help children clearly lateralize.
Problems associated with poor laterality necessitate intervention. When in doubt, do not intervene, or do so with prudence and caution.
Le Boulch proposed not associating the concepts of right and left until the child can associate them with specific activities.

Note: Having well-developed laterality does not automatically mean the child can distinguish between right and left.

Intervention by Age Group

Children 0–3 Years: No Dominance

Since there is no established dominance yet, no specific action is needed. Children should be allowed to play and handle objects freely. Do not use the concepts of right and left with children under 3 years. The establishment of dominance must be an active and spontaneous conquest.

Establishing Laterality (3–6 Years)

During this stage, children begin to show lateral dominance. The general objective is to establish or affirm the domain of one segment over the other across the maximum number of activities.

Key Guidelines:

Do not use the terms “left” and “right” or mandate the use of a specific hand.
Proposed activities should allow the child to:

Experience maximum movements that engage one side of the body.
Become aware of body symmetry (paired segments), establishing spatial relationships between them (understanding the status of different parts of the body: “How do I do things with one side or the other?”).
Become aware of functional differences, progressively establishing and affirming the predominant use of a segment.
Initiate the discrimination of their own left and right segments (related to these functional differences).

Development of Laterality (6–8 Years)

The main objective is to strengthen the laterality that is already fixed.

Activities include:

Strengthening the movements of the dominant segments.
Distinguishing between right and left on their own body and on others.

Maturation of Laterality (Ages 8 and Up)

The focus shifts to improving the quality of movements of the non-dominant segments.