In this article, we analyzed the effects of an educational glass recycling program on primary schools and their students in Castilla-La Mancha (Spain). A sample of 89 schools, with 20,710 elementary students, was selected by simple random sampling. For the statistical analysis, descriptive techniques (frequencies and statistics), parametric (One Way ANOVA test), and non-parametric (Chi-Square test) inferential techniques were used, with a 5% significance level (p < 0.05). The program's results showed that 153,576.3 kg of glass (with a value of 17,064.03 €) were recycled. Significant determinants of glass recycling were: School category (p = 0.043), previous environmental/recycling education (p = 0.046), geographic location of school (p = 0.030), gender (p = 0.007), and academic year (p < 0.05). With the program, students learned the importance of glass recycling, obtained a greater knowledge of and habits related to the same, acquired favorable attitudes towards the environment, and promoted glass recycling in their social circles. We conclude that environmental education about glass recycling has positive effects on glass recycling attitudes and behaviors in elementary school students and may be used as a measure to combat the problem of environmental pollution.

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Physical fitness plays an important role as an indicator of physical health. It is also associated with psychological well-being by showing positive relationships between its components and self-esteem in children and adolescents. However, while the musculoskeletal fitness shows clearer associations, this is not the case of cardiorespiratory fitness and body composition. This study aimed to determine the relationships between the different components of the physical fitness and self-esteem in a sample of 377 students from 9 to 13 years in Albacete. Physical fitness was measured by the 20m shuttle run, broad jump test and handgrip strength. Waist circumference and body mass index were used as body composition measures. Self-esteem was evaluated with the Multimedia and Multilingual Questionnaire for Self-Esteem Assessment, attending to its academic, athletic, socio-affective and global domains. Results showed significant positive associations of 20m shuttle run and broad jump test with global self-esteem and most of the dimensions. There were also significant correlations between body composition measures and athletic and global selfesteem. These results allow for guiding those interventions aimed at increasing self-esteem in school age and incorporating the improvement of physical fitness.

The school context, and specifically the area of Physical Education, is emerging as a determinant of playful learning and children's well-being, considering that it has suffered a severe setback with a negative influence on the students due to the COVID-19 pandemic (impossibility of attending class in person). In view of this situation, the aim is to know the levels of playful learning of motor games in Early Childhood Education based on indicators placed in different categories, taking as a reference the work of the pedagogy of play of the Project Zero research group of Harvard University, in order to provide quality to the proposals proposed. A group of 41 expert teachers were then asked to evaluate the selected indicators, and differences were observed between the choice of playful learning indicators in the different age groups. Finally, they were used as an evaluation instrument for a Physical Education session in a 4-year-old class with 19 boys and girls, showing improvements in different areas worked on.

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.