Help children to improve their motor development by planning didactic and fun games"

During the first years of a child's life, their brain grows at an amazing rate, they learn to move and use their body to play, express themselves and explore the world around them. This stage is known as "motor development" and is critical to achieving physical and functional independence while brain maturation occurs. 

This process should be analyzed in depth by physical education teachers, allowing them to create and plan fun activities for school-age children. All this with the objective of not only improving their fine and gross motor skills, but also motivating them to perform new actions and improve their social skills.  

In consideration of the above, the Postgraduate diploma in Child Motor Development will lay the foundations to apply strategies and methodologies that help children develop their motor, social and cognitive skills. In the first module, the normal process of physical and motor development will be outlined, exploring the Piagetian and Vygotskian approaches. 

In addition to physical coaching, the child’s self-perception while growing up must also be considered. For this reason, a module will be devoted to self-knowledge and personal autonomy in early childhood education, allowing students to lay the foundations of the concept of self-esteem and identify the warning signs when self-esteem is negatively affected.  

One advantage of this Postgraduate diploma is the option of studying it online, you only need to connect from a computer with access to the Internet. Likewise, this program will represent a turning point for those students who are looking to improve their educational strategies, adapting activities to suit the age of the children.  

Games are an excellent teaching method. Plan the best for the children in your care"

This Postgraduate diploma in Child Motor Development contains the most complete and up-to-date scientific program on the market. Its most notable features are:

• The development of practical cases presented in simulated scenarios by experts in the field of study, where the student will evoke in an orderly manner the knowledge learned and demonstrate the acquisition of the competencies
• The graphic, schematic, and practical contents which they contain, provide scientific and practical information on the disciplines that are essential for professional practice
• The latest news on the educational work of the early childhood education teacher
• Practical exercises where the students undertake self-assessment to improve learning, as well as activities at different skill levels
• Special emphasis on innovative methodologies and teaching research
• 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 learn and grow professionally with this program, leading to an improvement in your working environment"

The program’s teaching staff includes professionals from the sector who pour their work experience into this Postgraduate diploma, 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 immersive learning designed for real situations.  

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

TECH online programs are tailored to the needs and schedule of students”

Children need constant stimulation to learn. With this program you will understand how to plan fun and educational games and activities”

Following the recommendations of a group of experts with multiple years in the physical education and teaching sector, this program has been designed to boost students' skills. As a result, it will provide a complete overview of children's motor development and the psychological and social aspects related to it. Consequently, students will improve their skills when planning didactic or sports activities, taking into account the children's ages.  

Apply the strategies and methodologies learned for effective neuromotor development in infancy" 

Module 1. Psychophysical Development at School Age and its Pedagogical Implications

1.1. Child Development

1.1.1. Definition of Development
1.1.2. Characteristics of Child Development
1.1.3. Influences on Child Development: Heredity, Environment and Critical Periods
1.1.4. Psychological Theories and Models of Child Development

1.2. Neurological Bases of Child Development

1.2.1. The Brain and its Influence on Learning
1.2.2. Current Overview of Neuroscience applied to Early Childhood Education

1.3. Prenatal and Neonatal Development

1.3.1. Periods of Prenatal Development
1.3.2. Factors Influencing Prenatal Development
1.3.3. Prenatal Stimulation
1.3.4. The Birth Process
1.3.5. Difficulties During Birth
1.3.6. Breastfeeding
1.3.7. The Newborn Baby

1.4. Physical Development from 0 to 3 Years

1.4.1. Maturation and Growth
1.4.2. Motor Capabilities
1.4.3. Sensory Capabilities

1.5. Cognitive Development from 0 to 3 Years

1.5.1. Piagetian Approach: Sensorimotor Stage
1.5.2. Information Processing Approach

1.6. Social and Emotional Development from 0 to 3 Years Old

1.6.1. Recognition of Others and the Self: Socialization and Self-Differentiation
1.6.2. Sexual Identity
1.6.3. Social Influences on Infant Development
1.6.4. Temperament
1.6.5. The First Emotions of the Child
1.6.6. Attachment

1.7. Physical Development from 3 to 6 Years Old

1.7.1. Maturation and Growth
1.7.2. Motor Skills
1.7.3. Brain Maturation

1.8. Cognitive Development from 3 to 6 Years Old

1.8.1. Piagetian Approach: Preoperational Stage
1.8.2. Vygotskian Approach
1.8.3. Information Processing Approach

1.9. Social and Emotional Development from 3 to 6 Years Old

1.9.1. Development of Self-concept and Autonomy
1.9.2. Development of Sexual Identity
1.9.3. Play and Relationships with Other Children
1.9.4. Relationships with Adults
1.9.5. Emergence of Social Emotions
1.9.6. Emotional Intelligence in Early Childhood

1.10. Child Development from 7 to 12 Years Old

1.10.1. Physical and Motor Development
1.10.2. Cognitive Development
1.10.3. Socio-Affective and Moral Development

Module 2. Self-Knowledge and Personal Autonomy in Early Childhood Education

2.1. The Development Environment

2.1.1. Definition of Self-Awareness, Self-Concept and Self-Esteem
2.1.2. The First Context of Development: The Family Environment
2.1.3. The Age for Breastfeeding
2.1.4. The Role of Parents in Child Development

2.2. The Origins of Competition

2.2.1. Introduction
2.2.2. Individual Differences at Birth
2.2.3. Cognitive Development
2.2.4. Communication
2.2.5. Motivation

2.3. Development of the Sense of Self: Background

2.3.1. Introduction
2.3.2. Freudian Theory of Development
2.3.3. Some Key Psychoanalytic Theories in Development
2.3.4. Theoretical Models of Cognitive Development
2.3.5. The Computational Approach or Cognitive Psychology
2.3.6. The Systemic Approach to Development
2.3.7. Early Emotional Development

2.4. The Importance of Others

2.4.1. Introduction
2.4.2. Link
2.4.3. Fear of Strangers
2.4.4. Response to the Absence of Family Figures

2.5. Self-concept: Current Situation and Teaching Role

2.5.1. Conceptual Delimitation and Components of Self-Concept
2.5.2. Stages of Self-Concept Development
2.5.3. Self-Concept: Hierarchical-multidimensional Model
2.5.4. Self-Concept: Academic and Non-Academic Dimensions
2.5.5. The Teacher's Role in Self-Concept

2.6. The Origins of Autonomy

2.6.1. Introduction
2.6.2. The Separation-Individuation Process
2.6.3. Separation Resistance
2.6.4. Non-Autonomous Operation

2.7. Autonomy and Learning

2.7.1. Introduction
2.7.2. Learning How to Face Reality
2.7.3. The Role of Play in Learning to Confront Reality

2.8. The Child in the Family: Influences on Learning

2.8.1. Introduction
2.8.2. Relationship with Parents
2.8.3. Relationship with Siblings

2.9. Development of Self-Awareness and Autonomy in the Early Childhood Classroom

2.9.1. Introduction
2.9.2. Learning How to Learn
2.9.3. Practical Resources for Self-Awareness Education
2.9.4. Guidelines for Autonomy Education in the Classroom
2.9.5. Final Conclusions

2.10. Assessment of Self-Concept and Self-Esteem in the Early Childhood Classroom

2.10.1. Introduction
2.10.2. First Considerations on the Assessment of Self-Concept and Self-Esteem
2.10.3. Assessment of Self-Concept and Self-Esteem in the Classroom
2.10.4. Warning Signs to Detect Potential Self-Concept and Self-Esteem Problems in Children

Module 3. Neuromotor Development and Didactics of Physical Education

3.1.  Human Neuromotor Development

3.1.1. How to Study this Unit?
3.1.2. The Early Childhood Education Stage
3.1.3. Neuromotor and Executive Functions
3.1.4. Projects and Organization of Activities Based on Neuromotor Development
3.1.5. Bibliographical References

3.2. Motor Learning and Motor Competence

3.2.1. How to Study this Unit?
3.2.2. Constructivist Development applied to Physical Education. Key Concepts
3.2.3. Ecological Approach to the Motor Competency Process
3.2.4. Bibliographical References

3.3. Fundamentals of Motor Games as an Educational Resource

3.3.1. How to Study this Unit?
3.3.2. Motor Skills and Motor Play
3.3.3. The Motor Game: Characteristics and Application
3.3.4. Typology of Games for Students in the Early Childhood Education Stage
3.3.5. Teaching Strategies for Motor Play
3.3.6. Bibliographical References

3.4. Fields of Work Related to Psychomotor Skills in Early Childhood Education. Competencies, Objectives, Contents and Evaluation Process

3.4.1. How to Study this Unit?
3.4.2. Competencies and Objectives
3.4.3. The Evaluation Process
3.4.4. The Psychomotor Session
3.4.5. Bibliographical References

3.5. Contents (I). Elements and Characteristics of the Body Scheme in Pre-school Education

3.5.1. How to Study this Unit?
3.5.2. Psychomotor Education: The Body Scheme
3.5.3. Tonic Control and Postural Control
3.5.4. Respiratory Control
3.5.5. Laterality
3.5.6. Spatial-Temporal Structuring
3.5.7. Bibliographical References

3.6. Contents (II). Development of Psychomotor Coordination in Early Childhood Education

3.6.1. How to Study this Unit?
3.6.2. Types of Psychomotor Coordination
3.6.3. The Development of Psychomotor Coordination
3.6.4. Practical Proposals
3.6.5. Bibliographical References

3.7. Contents (III). Basic Motor Skills in Physical Education

3.7.1. How to Study this Unit?
3.7.2. Displacements
3.7.3. Turns
3.7.4. Jumps
3.7.5. Launches
3.7.6. Receptions

3.8. Health Education: Hygienic-Postural Habits in Physical Education

3.8.1. How to Study this Unit?
3.8.2. Joint by Joint
3.8.3. Strength as a Basic Fundamental Physical Ability
3.8.4. Resistance
3.8.5. Speed
3.8.6. Range of Motion
3.8.7. Bibliographical References

3.9. New Methodological Proposals for Physical Education in the 21st Century

3.9.1. How to Study this Unit?
3.9.2. Contexts of Excellence, Creativity and Learning
3.9.3. Learning Environments and Movement
3.9.4. TIC-TAC in Physical Education
3.9.5. Educational Gamification
3.9.6. Bibliographical References

3.10. Programs and Tools for the Promotion of Self-Concept, Self-Esteem and Autonomy and other Key Aspects

3.10.1. How to Study this Unit?
3.10.2. Educating Self-Concept
3.10.3. Program to Work on Self-Esteem
3.10.4. Habits and routines in the Early Childhood Classroom
3.10.5. Thinking Routines for Working on Self-Concept
3.10.6. Strategies and Management of Emotions in Early Childhood Education
3.10.7. Cognitive and Metacognitive Strategies in Early Childhood Education

A unique, key, and decisive experience to boost your professional development”