Acquire the skills to transform learning challenges into growth opportunities for students with this 100% online Master's Degree from TECH”

Psychopedagogy has become a fundamental component in the educational field, providing key strategies for addressing diversity, developing cognitive skills, and improving academic performance. Currently, the advancement of neuroeducation and the incorporation of digital tools have transformed the teaching and learning processes, requiring educators and education professionals to continually update their competencies. According to UNESCO, 42% of students worldwide face barriers to accessing inclusive and quality education, emphasizing the need for highly trained professionals in psychopedagogical intervention.

In response to this context, TECH has developed a high-quality university program for professionals looking to specialize and advance in their careers. This program is the Master's Degree in Educational Psychopedagogy, an innovative academic experience that integrates the latest advances in emotional education, applied neuroscience, and active learning methodologies. Throughout the syllabus, key areas are explored, such as the early detection of learning difficulties, the application of technology in personalized teaching, and the implementation of strategies for educational inclusion.

Additionally, this university program incorporates specialized research on managing emotional well-being in school environments, addressing tools for preventing bullying and promoting a positive classroom atmosphere. With this multidisciplinary approach, graduates will be prepared to design and implement effective educational intervention projects, driving meaningful change in their institutions and communities.

This academic opportunity features a 100% online methodology, allowing professionals to balance their learning with their work and personal responsibilities. All content is accessible 24/7 from any device with internet access and is designed under the Relearning method, which optimizes knowledge acquisition through the strategic repetition of key concepts.

You will develop innovative psychopedagogical strategies to enhance learning with the latest advances in psychopedagogy and applied technology”

This Master's Degree in Educational Psychopedagogy contains the most complete and up-to-date educational program on the market. The most important features include:

• The development of practical case studies presented by experts in Educational Psychopedagogy
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
• Practical exercises where the self-assessment process can be carried out to improve learning
• Special emphasis on innovative methodologies in Educational Psychopedagogy
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection ”

You will be able to effectively address learning difficulties and special educational needs by applying the best psychopedagogical intervention strategies”

The program includes faculty members from the field of Educational Psychopedagogy, who bring their professional experience to the program, as well as renowned specialists from leading societies and prestigious universities.

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide an immersive learning experience designed to prepare for real-life situations.

This program is designed around Problem-Based Learning, whereby the student must try to solve the different professional practice situations that arise throughout the program. For this purpose, the professional will be assisted by an innovative interactive video system created by renowned and experienced experts.

With this comprehensive syllabus, you will learn to implement psychopedagogical methodologies that not only optimize learning but also transform it”

Using TECH’s teaching methodology, you will turn psychopedagogical knowledge into effective solutions, driving inclusive and efficient educational environments”

Professionals will develop key skills in assessment, diagnosis, and psychopedagogical guidance, enabling them to intervene effectively in the learning process. The content of this university program ensures a comprehensive and up-to-date approach. Throughout the academic journey, innovative strategies in diversity support, early intervention, and inclusive education will be addressed, promoting more equitable educational environments. Additionally, the syllabus delves into the role of the family and community in schools, the use of educational technology, and the application of active methodologies to optimize teaching.

You will acquire competencies that will allow you to integrate neuroeducation and psychopedagogy into teaching to enhance academic performance”

Module 1. Psychological Theories and Stages of Development

1.1. Main Authors and Psychological Theories of Childhood Development

1.1.1. Psychoanalytic Theory of Child Development by S. Freud
1.1.2. E. Erikson's Theory of Psychosocial Development
1.1.3. Jean Piaget's Theory of Cognitive Development

1.1.3.1. Adaptation: The Processes of Assimilation and Accommodation Lead to Equilibrium
1.1.3.2. Stages of Cognitive Development
1.1.3.3. Sensorimotor Stage (0-2 Years)
1.1.3.4. Preoperational Stage: Preoperational Substage (2-7 Years)
1.1.3.5. Concrete Operational Stage (7-11 Years)
1.1.3.6. Formal Operational Stage (11-12 Years and Older)

1.1.4. Lev Vygotsky's Sociocultural Theory

1.1.4.1. How Do We Learn?
1.1.4.2. Higher Psychological Functions
1.1.4.3. Language: A Mediating Tool
1.1.4.4. Zone of Proximal Development
1.1.4.5. Development and Social Context

1.2. Introduction to Early Intervention

1.2.1. History of Early Intervention
1.2.2. Definition of Early Intervention

1.2.2.1. Levels of Intervention in Early Intervention
1.2.2.2. Main Fields of Action

1.2.3. What is an Early Childhood Development and Early Intervention Center (ECDIC)?

1.2.3.1. Concept of ECDIC
1.2.3.2. Functioning of a ECDIC
1.2.3.3. Professionals and Areas of Intervention

1.3. Developmental Aspects of Development 0-3 Years

1.3.1. Development from 0-3 Years of Age

1.3.1.1. Introduction
1.3.1.2. Motor Development
1.3.1.3. Cognitive Development
1.3.1.4. Language Development
1.3.1.5. Social Development

1.4. Developmental Aspects of Development 3-6 Years

1.4.1. Development from 3-6 Years

1.4.1.1. Introduction
1.4.1.2. Motor Development
1.4.1.3. Cognitive Development
1.4.1.4. Language Development
1.4.1.5. Social Development

1.5. Warning Signs in Child Development

1.5.1. Warning Signs at Different Stages of Development

1.6. Cognitive and Socio-affective Development from 7 to 11 Years

1.6.1. Development from 7-11 Years of Age

1.6.1.1. Introduction
1.6.1.2. Motor Development
1.6.1.3. Cognitive Development
1.6.1.4. Language Development
1.6.1.5. Social Development

1.7. Cognitive Development during Adolescence and Early Youth

1.7.1. Development in Adolescence and Early Youth

1.7.1.1. Introduction
1.7.1.2. Motor Development
1.7.1.3. Cognitive Development
1.7.1.4. Language Development
1.7.1.5. Social Development

Module 2. Assessment, Diagnosis, and Psychopedagogical Guidance

2.1. Concept and Functions of Educational Diagnosis. Qualities of the Diagnostician

2.1.1. Concept of Educational Diagnosis
2.1.2. Functions of Educational Diagnosis
2.1.3. Qualities of the Diagnostician

2.2. Dimensions, Scopes, and Areas of Psychopedagogical Action

2.2.1. Dimensions of Psycho-pedagogical Action
2.2.2. Spheres and Areas of Intervention

2.3. Concept, Purpose, and Context of Psychopedagogical Assessment

2.3.1. Concept of Psychopedagogical Assessment
2.3.2. Purpose of the Psychopedagogical Assessment
2.3.3. Context of the Assessment

2.4. Psychopedagogical Assessment Procedure. Assessment in the School and Family Context

2.4.1. Psychopedagogical Assessment Procedure
2.4.2. Assessment in the School Context
2.4.3. Assessment in the Family Context

2.5. The Psychopedagogical Diagnostic Process and its Stages

2.5.1. Diagnostic Process
2.5.2. Stages of Diagnosis

2.6. The Psychopedagogical Assessment as a Process

2.6.1. Concept
2.6.2. Background
2.6.3. Ethics
2.6.4. Assessment

2.7. Spheres of Action and Areas of Intervention and Psychopedagogical Assessment in the School and Family Context

2.7.1. Scope and Areas of Psychopedagogical Action
2.7.2. Psychopedagogical Assessment Process in the School Context
2.7.3. Psychopedagogical Assessment Process in the Family Context

2.8. Techniques and Instruments of Qualitative and Quantitative Assessment

2.8.1. Qualitative Assessment Techniques and Instruments
2.8.2. Quantitative Assessment Techniques and Instruments

2.9. Psychopedagogical Assessment: in the Classroom Context, in the Center, and in the Family

2.9.1. Assessment in the Classroom Context
2.9.2. Assessment in the Center Context
2.9.3. Assessment in the Family Context

2.10. Return of information and follow-up

2.10.1. Return
2.10.2. Monitoring

2.11. The Psychopedagogical Orientation: Clinical Model, Consultation Model, and Program Model

2.11.1. Clinical Model
2.11.2. Program Model
2.11.3. Consultation Model

2.12. School Guidance and the Tutorial Function. The Tutorial Action Plan

2.12.1. School Guidance
2.12.2. Tutorial Role
2.12.3. The Tutorial Action Plan

2.13. Guidance and Vocational/Professional/Career Maturity. Approaches and Interests

2.13.1. Vocational Orientation and Maturity
2.13.2. Career or Socio-Occupational Orientation and Maturity
2.13.3. Approaches and Interests

2.14. Concept, Purpose, and Socio-Health Contexts, and Contexts of Vulnerability or Social Exclusion

2.14.1. Concept, Purpose, and Socio-Health Contexts
2.14.2. Concept, Purpose, and Contexts of Vulnerability and Social Exclusion
2.14.3. Counseling Guidelines

Module 3. Educational Measurement, Research and Innovation

3.1. Relationship between Innovation and Research. The Need for Research and Innovation in Education

3.1.1. Research Concept
3.1.2. Innovation Concept
3.1.3. Relationship between Innovation and Research
3.1.4. The Need for Research and Innovation in Education

3.2. Modalities and Stages of the Educational Research and Innovation Process

3.2.1. Quantitative Approach
3.2.2. Qualitative Approach
3.2.3. Stages of the Research and Innovation Process

3.3. Planning and Development of the Research or Field Work Dissemination of Results

3.3.1. Planning of the Research or Field Work
3.3.2. Development of the Research or Field Work
3.3.3. Dissemination of Results

3.4. Selection of the Topic of Study and Elaboration of the Theoretical Framework Project and Final Report

3.4.1. Selection of the Topic of Study
3.4.2. Elaboration of the Theoretical Framework
3.4.3. Project and Final Report

3.5. Experimental Designs, Intergroup Designs, and Intragroup Designs

3.5.1. Experimental Designs
3.5.2. Intergroup Designs
3.5.3. Intragroup Designs

3.6. Quasi-Experimental, Descriptive, and Correlational Designs

3.6.1. Quasi-Experimental Designs
3.6.2. Descriptive Designs
3.6.3. Correlational Designs

3.7. Conceptualization and Modalities of Qualitative Research

3.7.1. Conceptualization of Qualitative Research
3.7.2. Ethnographic Research
3.7.3. The Case Study
3.7.4. Biographical-narrative Research
3.7.5. Grounded Theory
3.7.6. Action Research

3.8. Educational Innovation for School Improvement. Innovation and ICT

3.8.1. Educational Innovation for School Improvement
3.8.2. Innovation and ICT

3.9. The Collection of Information: Measurement and Assessment. Data Collection Techniques and Instruments

3.9.1. Data Collection: Measurement and Assessment
3.9.2. Data Collection Techniques and Instruments

3.10. Research Tools: The Tests

3.10.1. Types
3.10.2. Field of Study
3.10.3. Processes
3.10.4. Evolution

3.11. Reliability and Validity: Technical Requirements for Assessment Tools in Education

3.11.1. Reliability
3.11.2. Validity

3.12. Statistical Analysis. Research Variables and Hypotheses

3.12.1. Statistical Analysis
3.12.2. Variables
3.12.3. Hypotheses
3.12.4. Descriptive Statistics
3.12.5. Inferential Statistics

3.13. Qualitative Data Analysis. Criteria of Scientific Rigor

3.13.1. General Process of Qualitative Analysis
3.13.2. Criteria of Scientific Rigor

3.14. Categorization and Coding of Data

3.14.1. Data Coding
3.14.2. Data Categorization

Module 4. Psychoeducational Support for Special Educational Needs in the School Context

4.1. Psychoeducational Support and Psychopedagogical Intervention in the Inclusive School. Integration, Diversity, and Educational Inclusion

4.1.1. Psychoeducational and Psychopedagogical Support
4.1.2. Integration, Diversity, and Inclusion
4.1.3. Specific Educational Needs

4.2. The Tutorial Action Plan and the Academic and Vocational Guidance Plan

4.2.1. Tutorial Action Plan
4.2.2. Academic and Vocational Guidance Plan

4.3. Professional Structure: Educational and Psychopedagogical Guidance Teams and Guidance Department

4.3.1. Educational and Psychopedagogical Guidance Teams (EPGT)
4.3.2. Guidance Departments

4.4. Measures for Addressing Diversity: Organization of Center Resources and the Diversity Support Plan

4.4.1. Organization of Resources
4.4.2. Plan of Attention to Diversity

4.5. The Concept of Learning and Study Competence: Emotional Intelligence and Social Competence in the School Context

4.5.1. Learning and Study Competence
4.5.2. Emotional and Social Intelligence

4.6. Definition of Learning Difficulties. Historical Development

4.6.1. Concept of LD
4.6.2. Historical Development

4.7. Learning Difficulties in Reading and Writing. Dyslexia and Dysorthographia

4.7.1. LD Concept of Reading
4.7.2. Dyslexia
4.7.3. Dysorthographia

4.8. Definition of Learning Difficulties in Mathematics. Assessment, Diagnosis, and Intervention

4.8.1. Concept of LD in Mathematics Learning
4.8.2. Assessment
4.8.3. Diagnosis
4.8.4. Intervention

4.9. Attention Deficit Hyperactivity Disorder (ADHD) Profile

4.9.1. Assessment
4.9.2. Diagnosis
4.9.3. Effects
4.9.4. Intervention

4.10. ADHD Needs Assessment and Educational Intervention

4.10.1. Needs Assessment in ADHD
4.10.2. Educational Intervention in ADHD

4.11. The Profile of High Intellectual Ability

4.11.1. Concept
4.11.2. Assessment
4.11.3. Autonomy
4.11.4. Benefits

4.12. Needs Assessment in High Intellectual Abilities and Educational Intervention

4.12.1. Assessment
4.12.2. Intervention

4.13. Concept of Late Incorporation to the Educational System and the Need for Compensatory Education. Educational Compensation Measures

4.13.1. Concept of Late Incorporation into the Educational System
4.13.2. Concept of Compensatory Need
4.13.3. Educational Compensation Measures

4.14. Profile of Autism Spectrum Disorder (ASD) within severe Behavioral Disorders. Assessment and Intervention

4.14.1. ASD Profile
4.14.2. ASD Assessment
4.14.3. Intervention

4.15. Intellectual, Sensory, and Motor Disabilities

4.15.1. Intellectual Disability
4.15.2. Sensory Disability
4.15.3. Motor Disability

Module 5. The Role of the Family and the Community in Inclusive Education

5.1. The Diversity of Current Family Models

5.1.1. Definition of Family Concept
5.1.2. Evolution of Family Concept

5.1.2.1. The Family in the 21st Century

5.1.3. Family Models

5.1.3.1. Types of Family Models
5.1.3.2. Educational Styles in Family Models

5.1.4. Educational Attention to the Different Family Models

5.2. Family Involvement in the School

5.2.1. The Family and the School as Developmental Environments
5.2.2. The Importance of Cooperation between Educational Agents

5.2.2.1. The Management Team
5.2.2.2. The Teaching Team
5.2.2.3. The Family

5.2.3. Types of Family Participation

5.2.3.1. Direct Participation
5.2.3.2. Indirect Participation
5.2.3.3. Non-Participation

5.2.4. Parent Schools
5.2.5. The Parent-Teacher Association (PTA)
5.2.6. Difficulties in Participation

5.2.6.1. Intrinsic Participation Difficulties
5.2.6.2. Extrinsic Participation Difficulties

5.2.7. How to improve Family Participation?

5.3. The Family and the School as Developmental Environments

5.3.1. The School-Family Relationship
5.3.2. The Family as a Context for Human Development

5.4. Society and Inclusive School

5.4.1. Fundamental Concepts
5.4.2. Objectives of Inclusive Education

5.5. Learning Communities

5.5.1. Conceptual Framework of Learning Communities
5.5.2. Characteristics of Learning Communities
5.5.3. Creation of a Learning Community

5.6. Creation of a Learning Community

5.6.1. Establishment of Objectives
5.6.2. Contextual Analysis
5.6.3. Selection of Priorities
5.6.4. Planning

Module 6. Curricular Materials and Educational Technology

6.1. Educational Guidance and New Competences of the Guidance Counselor in the Framework of Information Technologies

6.1.1. New Concept of Educational Guidance in the Framework of the Information Society
6.1.2. New Competencies of the Guidance Counselor

6.2. Curricular Materials, Methodological Principles for its Use and Assessment

6.2.1. Curricular Materials for the Improvement of the Teaching-Learning Process
6.2.2. Characteristics and Types of Curricular Materials
6.2.3. Use and Assessment of Different Types of Curricular Materials
6.2.4. Educational Technology

6.3. Student-centered Learning, from Planned Curriculum to Curriculum in Action

6.3.1. New Learner-centered Educational Paradigm
6.3.2. Planned Curriculum and Curriculum in Action

6.4. The Concept of Educational Innovation and New Educational Methodologies

6.4.1. Educational Innovation
6.4.2. Cooperative Learning

6.5. Problem-based Learning, Thinking Culture, Project-oriented Learning, Gamification, and Flipped Classroom

6.5.1. Problem-Based Learning
6.5.2. Thinking Culture
6.5.3. Project-oriented Learning
6.5.4. Gamification
6.5.5. Flipped Classroom

6.6. Challenges of Education in the Information Society: Training Citizens in Media Education

6.6.1. ICT
6.6.2. New Reality in the Information Society
6.6.3. Educational Challenges in the Information Society
6.6.4. Media Education

6.7. Integration of ICTs as an Object of Study, Institutional Integration, and Didactic Integration

6.7.1. ICT as an Object of Study
6.7.2. Institutional Integration of ICT
6.7.3. ICTs in the School Curriculum and Didactic Integration

6.8. Concept and Characteristics of 2.0 Schools. E-Learning and B-Learning. Vocational Training and Online University. MOOCs

6.8.1. School 2.0
6.8.2. E-Learning and B-Learning
6.8.3. Online Training
6.8.4. MOOCs

6.9. Possibilities of the Internet for the Communication and Professional Development of Educators

6.9.1. Communication and Professional Development of Educators on the Internet

6.10. Definition of Personal Learning Environments (PLE), Characteristics and Elements

6.10.1. Lifelong Learning
6.10.2. Personal Learning Environments, Definition and Characteristics
6.10.3. Fundamental Elements and Construction of a PLE
6.10.4. The Personal Learning Environments (PLE) in the Work of the Counselor
6.10.5. Use of PLE in the Guidance Function

6.11. The PLE in the Work of the Counselor

6.11.1. The Personal Learning Environments (PLE) in the Work of the Counselor

6.11.1.1. Concept of ECDIC
6.11.1.2. Web 2.0 and Professional Collaboration
6.11.1.3. Six ideas on the Contribution of Networks to Guidance
6.11.1.4. Limitations of Network Collaboration

6.11.2. Use of PLE in the Guidance Function

6.11.2.1. Uses of ICT in Guidance
6.11.2.2. Ten Basic Activities We Can Do with ICT for the Development of Guidance

6.12. Characteristics of Audiovisual Media in Education. Sound Resources, Podcast, and the Radio in the School. Image Resources

6.12.1. Functions of Audiovisual Media in Education
6.12.2. Podcast and Radio in School
6.12.3. Selection and use of Audiovisual Materials

6.13. ICT in Vocational and Professional Orientation Processes. Orienta Program and Web Platforms

6.13.1. ICT in Vocational and Professional Orientation Processes
6.13.2. Orienta Program for Students
6.13.3. Web Platforms for Vocational and Career Guidance (MyWayPass)

6.14. The Concept of Web 2.0. Web Pages, WebQuest, Blogs, and Wikis. Multimedia Materials for Tutoring

6.14.1. Web 2.0
6.14.2. WebQuest
6.14.3. Blogs
6.14.4. Wikis
6.14.5. Multimedia Materials for Tutoring

6.15. Materials for the Attention to Diversity and Materials for Diagnosis and Assessment ICT in the Attention to Diversity

6.15.1. Materials for the Attention to Diversity
6.15.2. Materials for Diagnosis and Assessment
6.15.3. ICT for the Attention to Diversity

Module 7. Early Intervention

7.1. Conceptualization and Historical Evolution of Early Care. Relationship between Development and Early Learning

7.1.1. Concept of Early Intervention
7.1.2. Historical Evolution of Early Intervention
7.1.3. Relationship between Development and Early Learning

7.2. Phases of the Research Process in Early Intervention. Areas and Agents

7.2.1. Phases of the Research Process in Early Intervention
7.2.2. Spheres of Early Intervention
7.2.3. Early Intervention Agents
7.2.4. Child Development and Early Intervention Centers

7.3. Plasticity and Brain Function

7.3.1. Concept of Brain Plasticity
7.3.2. Brain Function

7.4. Major Biological and Social Risk Factors. Compensation Tools

7.4.1. Main Biological Risk Factors
7.4.2. Main Social Risk Factors
7.4.3. Compensation Tools

7.5. Theoretical Approaches to Cognitive Development. Cognitive Development from 0 to 6 Years. Intervention

7.5.1. Theoretical Approaches to Cognitive Development
7.5.2. Cognitive Development from 0 to 6 Years
7.5.3. The Preoperational Period
7.5.4. Development in the Preoperational Period

7.6. Early Language Development, Warning Signs, and Early Language Intervention. Intervention

7.6.1. Early Language Development
7.6.2. Warning Signs during Early Language Development
7.6.3. Early Language Intervention

7.7. Social-Emotional Development and Early Intervention in Social-Emotional Development

7.7.1. Social-Emotional Development
7.7.2. Social Contexts and Interactions in Childhood
7.7.3. Early Intervention in Social-Emotional Development

7.8. Situations of Social Risk. Typology of Maltreatment During Childhood. Intervention

7.8.1. Social Risk in Childhood
7.8.2. Types of Maltreatment During Childhood

7.9. Methodological and Adaptation Strategies in Risk Situations

7.9.1. Early Intervention Strategies
7.9.2. Adaptation and Coping Strategies in Social Risk Situations

7.10. Intervention Models and Typology of Programs in Early Intervention. Assessment

7.10.1. Early Intervention Models
7.10.2. Typology of Programs in Early Intervention
7.10.3. Assessment of Programs in Early Intervention

Module 8. Health Education and Hospital Psychopedagogy

8.1. Definition of Health, International Organizations, and Local Entities

8.1.1. Definition of Health
8.1.2. International Organizations
8.1.3. Local Entities

8.2. Constructivism and Pedagogical Model in the Health Field

8.2.1. Constructivism
8.2.2. Role of the Professional as a Mediator in Health Education
8.2.3. Role of the Mediator in Health Education

8.3. Multiculturalism and Interculturalism

8.3.1. Multiculturalism
8.3.2. Interculturality

8.4. Affective Intelligence and Spiritual Intelligence

8.4.1. Affective Intelligence
8.4.2. Spiritual Intelligence

8.5. Health Education, Health Promotion, and Prevention of Disease

8.5.1. Health Education
8.5.2. Health Promotion
8.5.3. Disease Prevention

8.6. Public Health and Lifestyles. Ecology of Human Development

8.6.1. Public Health and Lifestyles
8.6.2. Ecology of Human Development

8.7. Conceptualization and Phases of Health Education Projects

8.7.1. Conceptualization of Health Education Projects
8.7.2. Phases of Health Education Projects

8.8. Diagnosis, Planning, Implementation, and Assessment of Health Education Projects

8.8.1. Diagnosis
8.8.2. Planning
8.8.3. Implementation
8.8.4. Assessment

8.9. Hospital Pedagogy, Hospital Classrooms, and Home Care

8.9.1. Hospital Pedagogy
8.9.2. Hospital Classrooms
8.9.3. Home Care

8.10. Building a Collaborative Context and Network Intervention in Psychopedagogical Work in Health Risk Situations

8.10.1. Building a Collaborative Context
8.10.2. Network Intervention

8.11. Resilience

8.11.1. Individual Resilience
8.11.2. Family Resilience
8.11.3. Social Resilience

Module 9. Psychopedagogical Counseling for Families at Psychosocial Risk

9.1. Concept and Theories about the Family. Functions, Dynamics, Rules, and Roles

9.1.1. The Family as a Context for Human Development
9.1.2. Family Functions
9.1.3. Family Dynamics and Rules
9.1.4. Roles within the Family Context

9.2. Social Changes and New Forms of Family Coexistence

9.2.1. The Influence of Social Changes on the Family
9.2.2. New Family Forms

9.3. Family Educational Styles

9.3.1. Democratic Style
9.3.2. Authoritarian Style
9.3.3. Negligent Style
9.3.4. Indulgent Style

9.4. Psychosocial Risk, Psychosocial Risk Assessment Criteria, and Families at Psychosocial Risk

9.4.1. What is Psychosocial Risk?
9.4.2. Psychosocial Risk Assessment Criteria
9.4.3. Families in Psychosocial Risk Situation

9.5. Risk Factors vs. Protective Factors

9.5.1. Risk Factors
9.5.2. Protective Factors

9.6. Conceptualization of Psychoeducational Intervention and Models of Psychoeducational Intervention in the Family Environment

9.6.1. Concept of Psychopedagogical Intervention in the Family Environment
9.6.2. Models of Psychopedagogical Intervention

9.7. Recipients, Areas, and Contexts of Psychopedagogical Intervention

9.7.1. Recipients of the Psychopedagogical Intervention
9.7.2. Areas of the Psychopedagogical Intervention
9.7.3. Contexts of the Psychopedagogical Intervention

9.8. Concept, Foundations, and Models of Socio-educational Intervention with Families

9.8.1. Socio-Educational Intervention with Families
9.8.2. Principles of Psychoeducational Intervention with Families
9.8.3. Fundamentals of Socio-educational Intervention with Families: Elements, Criteria to Take into Account, and Levels of Intervention
9.8.4. Models of Socio-Educational Intervention with Families

9.9. Educational Teams of Socio-educational Intervention with Families, Professional Skills, and Instruments and Techniques

9.9.1. Educational Teams of Family Intervention
9.9.2. Professional Skills
9.9.3. Tools and Techniques

9.10. Conceptualization and Typology of Child Maltreatment in the Family

9.10.1. The Concept of Child Abuse
9.10.2. Types of Child Abuse

9.11. Actions in the Face of Child Maltreatment in the Family

9.11.1. Detection, Assessment, and Care
9.11.2. Protocols

9.12. Family and School as Collaborative Environments. Forms of Family Involvement at School

9.12.1. Family and School as Collaborative Environments
9.12.2. Forms of Family Participation in the School
9.12.3. Parenting School and Parental Education

Module 10. Adaptation to Multiple Intelligence Situations

10.1. Neuroscience

10.1.1. Introduction
10.1.2. Concept of Neuroscience
10.1.3. Neuromyths

10.1.3.1. We only use 10% of the Brain
10.1.3.2. Right Brain vs. Left Brain
10.1.3.3. Learning Styles
10.1.3.4. Male Brain vs. Female Brain
10.1.3.5. Critical Learning Periods

10.2. The Brain

10.2.1. Brain Structures

10.2.1.1. Cerebral Cortex
10.2.1.2. Cerebellum
10.2.1.3. Basal Ganglia
10.2.1.4. Limbic System
10.2.1.5. Brainstem
10.2.1.6. Thalamus
10.2.1.7. Spinal Cord
10.2.1.8. Main Functions of the Brain

10.2.2. Triune Model

10.2.2.1. The Reptilian Brain
10.2.2.2. The Emotional Brain
10.2.2.3. The Neocortex

10.2.3. Bilateral Model

10.2.3.1. The Right Hemisphere
10.2.3.2. The Left Hemisphere
10.2.3.3. Functioning of the Cerebral Hemispheres

10.2.4. Cognitive Brain and Emotional Brain

10.2.4.1. The Rational Brain
10.2.4.2. The Emotional Brain

10.2.5. Neurons

10.2.5.1. What Are They?
10.2.5.2. Neuronal Pruning

10.2.6. What Are Neurotransmitters?

10.2.6.1. Dopamine
10.2.6.2. Serotonin
10.2.6.3. Endorphin
10.2.6.4. Glutamate
10.2.6.5. Acetylcholine
10.2.6.6. Norepinephrine

10.3. Neuroscience and Learning

10.3.1. What Is Learning?

10.3.1.1. Learning as Memorization
10.3.1.2. Learning as Accumulation of Information
10.3.1.3. Learning as Interpretation of Reality
10.3.1.4. Learning as Action

10.3.2. Mirror Neurons

10.3.2.1. Learning by Example

10.3.3. Levels of Learning

10.3.3.1. Bloom's Taxonomy
10.3.3.2. SOLO Taxonomy
10.3.3.3. Levels of Knowledge

10.3.4. Learning Styles

10.3.4.1. Convergent
10.3.4.2. Divergent
10.3.4.3. Accommodating
10.3.4.4. Assimilator

10.3.5. Types of Learning

10.3.5.1. Implicit Learning
10.3.5.2. Explicit Learning
10.3.5.3. Associative Learning
10.3.5.4. Significant Learning
10.3.5.5. Cooperative Learning
10.3.5.6. Cooperative Learning
10.3.5.7. Emotional Learning
10.3.5.8. Rote Learning
10.3.5.9. Discovery Learning

10.3.6. Competencies for Learning

10.4. Multiple Intelligences

10.4.1. Definition

10.4.1.1. According to Howard Gardner
10.4.1.2. According to other Authors

10.4.2. Classification

10.4.2.1. Linguistic Intelligence
10.4.2.2. Logical-Mathematical Intelligence
10.4.2.3. Spatial Intelligence
10.4.2.4. Musical Intelligence
10.4.2.5. Body and Kinesthetic Intelligence
10.4.2.6. Intrapersonal Intelligence
10.4.2.7. Interpersonal Intelligence
10.4.2.8. Naturopathic Intelligence

10.4.3. Multiple Intelligences and Neurodidactics
10.4.4. How to Work Multiple Intelligences in the Classroom?
10.4.5. Advantages and Disadvantages of Applying the IIMM in Education

10.5. Neuroscience-Education

10.5.1. Neuroeducation

10.5.1.1. Introduction
10.5.1.2. What is Neuroeducation?

10.5.2. Brain Plasticity

10.5.2.1. Synaptic Plasticity
10.5.2.2. Neurogenesis
10.5.2.3. Learning, Environment and Experience
10.5.2.4. The Pygmalion Effect

10.5.3. Memory

10.5.3.1. What Is Memory?
10.5.3.2. Types of Memory
10.5.3.3. Levels of Processing
10.5.3.4. Memory and Emotion
10.5.3.5. Memory and Motivation

10.5.4. Emotion

10.5.4.1. Binomial Emotion and Cognition
10.5.4.2. Primary Emotions
10.5.4.3. Secondary Emotions
10.5.4.4. Functions of Emotions
10.5.4.5. Emotional States and Implication in the Learning Process

10.5.5. Attention

10.5.5.1. Attentional Networks
10.5.5.2. Relationship between Attention, Memory, and Emotion
10.5.5.3. Executive Attention

10.5.6. Motivation

10.5.6.1. The 7 Stages of School Motivation

10.5.7. Contributions of Neuroscience to Learning
10.5.8. What is Neurodidactics?
10.5.9. Contributions of Neurodidactics to Learning Strategies

10.6. Neuroeducation in the Classroom

10.6.1. The Role of the Neuroeducator
10.6.2. Neuroeducational and Neuropedagogical Importance
10.6.3. Mirror Neurons and Teacher Empathy
10.6.4. Empathic Attitude and Learning
10.6.5. Classroom Applications
10.6.6. Classroom Organization
10.6.7. Proposal for Classroom Improvement

10.7. Playing and New Technologies

10.7.1. Etymology of Play
10.7.2. Benefits of Playing
10.7.3. Learning by Playing
10.7.4. The Neurocognitive Process
10.7.5. Basic Principles of Educational Games
10.7.6. Neuroeducation and Board Games
10.7.7. Educational Technology and Neuroscience

10.7.7.1. Integration of Technology in the Classroom

10.7.8. Development of Executive Functions

10.8. Body and Brain

10.8.1. The Connection between Body and Brain
10.8.2. The Social Brain
10.8.3. How Do We Prepare the Brain for Learning?
10.8.4. Feeding

10.8.4.1. Nutritional Habits

10.8.5. Rest

10.8.5.1. Importance of Sleep in Learning

10.8.6. Exercise

10.8.6.1. Physical Exercise and Learning

10.9. Neuroscience and School Failure

10.9.1. Benefits of Neuroscience
10.9.2. Learning Disorders
10.9.3. Elements for a Success-Oriented Pedagogy
10.9.4. Some Suggestions for Improving the Learning Process

10.10. Reason and Emotion

10.10.1. The Binomial Reason and Emotion
10.10.2. What Are Our Emotions Good for?
10.10.3. Why Educate Emotions in the Classroom?
10.10.4. Effective Learning through Emotions

Module 11. Technological Innovation in Education

11.1. Advantages and Disadvantages of the Use of Technology in Education

11.1.1. Technology as a Means of Education
11.1.2. Advantages of Using It
11.1.3. Inconveniences and Addictions

11.2. Educational Neurotechnology

11.2.1. Neuroscience
11.2.2. Neurotechnology

11.3. Programming in Education

11.3.1. Benefits of Programming in Education
11.3.2. Scratch Platform
11.3.3. Confection of the First Hello World
11.3.4. Commands, Parameters and Events
11.3.5. Export of Projects

11.4. Introduction to the Inverted Class

11.4.1. On what is it Based?
11.4.2. Examples of Use
11.4.3. Video Recording
11.4.4. YouTube

11.5. Introduction to Gamification

11.5.1. What is Gamification?
11.5.2. Success Stories

11.6. Introduction to Robotics

11.6.1. The Importance of Robotics in Education
11.6.2. Arduino (Hardware)
11.6.3. Arduino (Programming Language)

11.7. Tips and Examples of Use in the Classroom

11.7.1. Combining Innovation Tools in the Classroom
11.7.2. Real Examples

11.8. Introduction to Augmented Reality

11.8.1. What is AR?
11.8.2. What are its Benefits in Education?

11.9. How to Develop your own AR Applications?

11.9.1. Vuforia
11.9.2. Unity
11.9.3. Examples of Use

11.10. Samsung Virtual School Suitcase

11.10.1. Immersive Learning
11.10.2. The Backpack of the Future

You will specialize in early intervention strategies to detect and address learning difficulties, contributing to the overall well-being of students”