A comprehensive and practical Professional master’s degree that will allow you to learn everything you need to work as a physiotherapist in early care in a realistic and direct way”

Physiotherapy in early childhood is a form of treatment and care for children who present some type of alteration in their development, resulting in a motor deficiency of neuromuscular origin. In some cases, it can include respiratory rehabilitation in infants who have suffered from asthma, bronchiolitis, cystic fibrosis, and others. Furthermore, it seeks to improve the sequelae of some acute illnesses such as meningitis, cardiac deformities, respiratory infections, etc.

Based on the above, it is essential to have a program that encourages professionals to continue their studies in the field. As such, the Professional Master's Degree in Physiotherapy in Early Care delves into the most important aspects, providing in-depth knowledge through a program developed by experts in the field. The program stands out for dealing with topics ranging from the generality of the specialty, the normal development of children and the different pathologies that may occur and require physiotherapist care.

Currently, programs on physiotherapy in Early Childhood Care are scarce, which is why this program offers specific knowledge on that very discipline. Focusing on the latest evidence, it includes topics on telerehabilitation, therapeutic mobile activities, family-centered work and a unit that will discuss how to conduct literature searches on which to base physiotherapeutic interventions. This enables students to keep up to date and administer evidence-based treatments.

Moreover, childhood obesity is becoming a public health problem that worries many health professionals. In 2016, The World Health Organization estimated that about 41 million children under the age of five worldwide were already suffering from this condition. In many cases, most of these infants continue to be obese into adulthood. As a result, developing a new perspective to address this situation is critical. In this sense, the program adopts the perspective of experts in this area so that professionals can learn about the new available treatments in order to improve the mobility of children suffering from overweight or obesity.

Get up to date on all the latest developments in the field of physiotherapy by completing the most effective program on the subject" 

This Professional master’s degree in Physiotherapy in Early Care offers the advantages of a high-level scientific, teaching, and technological program. These are some of its most notable features:

• The latest technology in online teaching software
• An intensely visual teaching system, supported by graphic and schematic contents, easy to assimilate and understand
• Practical cases presented by practicing experts
• State-of-the-art interactive video systems
• Teaching supported by telepractice
• Continuous updating and recycling systems
• Autonomous learning: full compatibility with other occupations
• Practical exercises for self-evaluation and learning verification
• Support groups and educational synergies: questions to the expert, debate and knowledge forums
• Communication with the teacher and individual reflection work
• Content that is available from any fixed or portable device with an Internet connection
• Supplementary documentation databases are permanently available, even after the program

With a methodological design based on proven teaching techniques, this program will take you through different teaching approaches to allow you to learn in a dynamic and effective way”

The program’s teaching staff includes professionals from the sector who contribute their work experience to this 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 immersive training programmed to learn in real situations. 

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

Our innovative telepractice concept will give you the opportunity to learn through an immersive experience, which will provide you with a faster integration and a much more realistic view of the contents: “Learning from an Expert”

A cutting-edge program created to propel you toward greater competitiveness in the job market"

The syllabus has been designed based on the principles of Physiotherapy in Early Care, following the guidelines proposed by the teaching team on this Professional master’s degree. Therefore, the syllabus includes modules that offer a broad perspective of the pathologies suffered by infants and their treatments, incorporating all the fields of medicine involved in order to create a multidisciplinary team. From module 1, students will see their knowledge broadened, which will enable them to develop professionally, knowing that they can count on the support of a team of experts. 

A very complete syllabus that will gradually take you through each and every one of the learning processes that Physiotherapy in Early Care professionals need”  

Module 1. Early Care

1.1. The Evolution of Physiotherapy Pediatrics
1.2. The Evolution of Child Development Theories

1.2.1. The Main Theories of Motor Control  

1.2.1.1. Motor Programming Theory 
1.2.1.2. Systems Theory 
1.2.1.3. Action Theory  

1.2.2. Motor Learning 
1.2.3. The Main ICF Intervention Methods and Influence  
1.2.4. FBE

1.3. Early Childhood Care  
1.4. Early Care Centers
1.5. Early Care in Schooling

1.5.1. Early Care in the First Cycle of Early Childhood Education 
1.5.2. Early Care in Second Cycle of Early Childhood Education 

1.6. ICF
1.7. ODAT

1.7.1. Introduction to ODAT: What It Is and What It Is for
1.7.2. Distribution by Axes and Content

1.8. The Family and Its Involvement
1.9. Communication with the Family
1.10. Psychological Management in Children

Module 2. Normal and Pathological Child Development

2.1. Intrauterine Development
2.2. The Term Infant and Its Development

2.2.1. Newborn Classification
2.2.2. Morphological Characteristics
2.2.3. Normal Reactions

2.3. Child Development from 0 to 12 Months Old

2.3.1. Normal Child Development from 0 to 12 Months Old 
2.3.2. Child Attitude and Motor Activity from 0 to 12 Months Old 
2.3.3. Child Stimulus Response from 0 to 12 Months Old 
2.3.4. Child Manipulation from 0 to 12 Months Old 
2.3.5. Child Warning Signs from 0 to 12 Months Old 
2.3.6. Pathological Child Development from 0 to 12 Months Old 
2.3.7. Child Pathologies from 0 to 12 Months Old 

2.4. Child Development from 12 Months to 3 Years Old

2.4.1. Normal Child Development from 12 Months to 3 Years Old
2.4.2. Child Attitude and Motor Activity from 12 Months to 3 Years Old
2.4.3. Child Stimuli Response from 12 Months to 3 Years Old
2.4.4. Child Manipulation from 12 Months to 3 Years Old
2.4.5. Child Warning Signs from 12 Months to 3 Years Old
2.4.6. Pathological Child Development from 12 Months to 3 Years Old
2.4.7. Child Pathologies from 12 Months to 3 Years Old

2.5. Child Development from 3 to 6 Years Old

2.5.1. Normal Child Development from 3 to 6 Years Old
2.5.2. Child Attitude and Motor Activity from 3 to 6 Years Old
2.5.3. Child Stimulus Response from 3 to 6 Years Old
2.5.4. Child Manipulation from 3 to 6 Years Old
2.5.5. Child Warning Signs from 3 to 6 Years Old
2.5.6. Pathological Child Development from 3 to 6 Years Old
2.5.7. Child Pathologies from 3 to 6 Years Old

2.6. Child Play Development

2.6.1. Child Play Development from 0 to 6 Months Old 
2.6.2. Child Play Development from 6 to 12 Months Old
2.6.3. Child Play Development from 1 to 2 Years Old 
2.6.4. Child Play Development from 2 to 3 Years Old 
2.6.5. Child Play Development from 3 to 4 Years Old 
2.6.6. Child Play Development from 4 to 5 Years Old 
2.6.7. Child Play Development from 5 to 6 Years Old 

2.7. Laterality Development
2.8. Normal and Pathological Reflexes

2.8.1. Neurological Assessment: Structure and Content
2.8.2. Primitive Reflexes: Definition, Function and Explanation
2.8.3. Postural Ontogenesis

2.9. Relationship between Motor Skills and Other Developmental Areas
2.10. Cognitive and Verbal Development in Children

Module 3. Pathologies in Childhood

3.1. Critical Periods in Child Development and Causes of Childhood Pathology
3.2. Neuromuscular Diseases

3.2.1. Etiology and Incidence
3.2.2. Types
3.2.3. Treatment
3.2.4. Physiotherapy Treatment 

3.3. Spinal Muscular Atrophy (SMA)

3.3.1. Etiology and Incidence
3.3.2. Types
3.3.3. Treatment  
3.3.4. Physiotherapy Treatment  
3.3.5. Genetic Therapy

3.4. Congenital Muscular Torticollis and Plagiocephaly

3.4.1. Etiology and Incidence
3.4.2. Clinical Manifestations
3.4.3. Treatment
3.4.4. Physiotherapy Treatment  

3.5. Spina Bifida and Obstetric Brachial Palsy

3.5.1.  Etiology and Incidence
3.5.2. Clinical Manifestations
3.5.3. Treatment
3.5.4. Physiotherapy Treatment

3.6. Preterm Infants
3.7. Achondroplasia

3.7.1. Etiology and Incidence
3.7.2. Clinical Manifestations
3.7.3. Treatment
3.7.4. Physiotherapy Treatment

3.8. Arthrogryposis

3.8.1. Etiology and Incidence
3.8.2. Clinical Manifestations
3.8.3. Treatment
3.8.4. Physiotherapy Treatment

3.9. Hearing and Visual Impairment
3.10. Congenital Heart Pathologies

3.10.1. Etiology and Incidence
3.10.2. Clinical Manifestations
3.10.3. Treatment
3.10.4. Physiotherapy Treatment

Module 4. Childhood Cerebral Palsy (CCP) and Syndromes

4.1. CCP 

4.1.1. Etiology and Incidence

4.2. CCP Classification

4.2.1. Classification According to Muscle Tone and Posture

4.2.1.1. Spastic CCP
4.2.1.2. Dyskinesia or Atetoid CCP
4.2.1.3. Spastic CCP
4.2.1.4. Mixed CCP

4.2.2. Classification by Topographical Criteria

4.2.2.1. Hemiplegia
4.2.2.2. Paraplegia
4.2.2.3. Monoplegia
4.2.2.4. Diplegia
4.2.2.5. Tetraplegia

4.2.3. Gross Motor Classification System

4.3. Spasticity and Medical Treatments

4.3.1. Causes of Spasticity
4.3.2. Difference between Spasticity and Hypertonia
4.3.3. Consequences of Spasticity
4.3.4. Spasticity Rating Scales 
4.3.5. Medical-Pharmacological Treatment of Spasticity
4.3.6. Physiotherapeutic Approach to Spasticity

4.4. Athetosis, Ataxia and Hypotonia
4.5. Associated Problems in CCP
4.6. Musculoskeletal Alterations
4.7. Epileptic Seizures
4.8. Down Syndrome

4.8.1. Etiology and Incidence
4.8.2. Clinical Manifestations
4.8.3. Treatment

4.9. Prader-Willi, Angelman and Turner Syndromes

4.9.1. Etiology and Incidence
4.9.2. Clinical Manifestations
4.9.3. Treatment

4.10. Other Syndromes

4.10.1. Etiology and Incidence
4.10.2. Clinical Manifestations
4.10.3. Treatment

Module 5. Advances in Neuroscience Pediatrics

5.1. Central Nervous System (CNS) Anatomy

5.1.1. Neuroanatomy
5.1.2. Fundamental CNS Structures

5.2. CNS Functioning

5.2.1. CNS Neurophysiology
5.2.2. Neuronal Synapses

5.3. CNS Development

5.3.1. Stages of CNS Development
5.3.2. Critical and Developmentally Sensitive Periods 

5.4. Brain Plasticity

5.4.1. Neuronal Plasticity
5.4.2. CNS Characteristics that Promote Plasticity
5.4.3. Structural and Functional CNS Changes
5.4.4. Potentiation and Long-Term Depression

5.5. CNS Evaluation
5.6. Motor Learning
5.7. Physiotherapist Involvement in CNS Pathology
5.8. Evidence for Methods and Techniques in Neurorehabilitation
5.9. Diagnostic Imaging

5.10.Telerehabilitation

5.10.1. What Is Currently Understood by Telerehabilitation?
5.10.2. Which Cases Can Benefit from Teleintervention?
5.10.3. Advantages and Disadvantages

Module 6. Pediatric Evaluation

6.1. Motor Assessment 
6.2. Gait Assessment

6.2.1. Observation
6.2.2. Warning Signs 
6.2.3. Scales 

6.3. Muscle Tone Assessment

6.3.1. Observation
6.3.2. Warning Signs 
6.3.3. Scales 

6.4. Upper Limb Activity Assessment

6.4.1. Observation
6.4.2. Warning Signs
6.4.3. Scales

6.5. Musculoskeletal and Hip Assessment
6.6. Fine and Gross Motor Skills Assessment
6.7. Gross Motor Function Measure
6.8. General Motor Skills Screening: MABC-2 in Children 3 to 6 Years Old
6.9. Motor Development Scales: Bayley Scales of Infant and Toddler Development-3 y Peabody Developmental Motor Scales-2
6.10. Questionnaires: ASEBA and Strengths and Difficulties Questionnaire

Module 7. Effective Evaluation and Intervention in Autism

7.1. Autism Spectrum Disorder (ASD) 

7.1.1. Clinical Manifestations 
7.1.2. DSM-5 Diagnostic Criteria 

7.2. ASD Risk Factors

7.2.1. Pre-, Peri- and Post-Natal Risk Factors 
7.2.2. ASD Prevalence 

7.3. Early ASD Detection

7.3.1. Developmental Milestones 
7.3.2. Characteristics and Importance of Early Detection 
7.3.3. Early Detection Tests 
7.3.4. Presentation of M-CHAT R/F, SCQ 

7.4. ASD Diagnosis

7.4.1. ASD Diagnosis Features 
7.4.2. Diagnostic Tests Features 
7.4.3. The Main ASD Diagnostic Tests 
7.4.4. Presentation of ADOS-2, ADIR 

7.5. Evidence-Based Interventions in ASD

7.5.1. General Overview of Evidence-Based Interventions 
7.5.2. Presentation of the Main Evidence-Based Interventions 

7.6. Applied Behavior Analysis (ABA)

7.6.1. ABA Principles 
7.6.2. New Skills Teaching 
7.6.3. Behavioral Problems Management 

7.7. Motor Disorders Associated with ASD

7.7.1. Signs Associated with ASD 
7.7.2. Motor Signs in ASD 

7.8. Motor Assessment

7.8.1. Motor Assessment Features 
7.8.2 Motor Signs Tests 

7.9. Physical Exercise and ASD

7.9.1. Physical Activity in ASD
7.9.2. Physical Exercise in ASD
7.9.3. Sport and Recreational Activities in ASD

7.10. Sample Session and Intervention Program

7.10.1. Session Parameters
7.10.2. Materials and Conditions for Adequate Sessions
7.10.3. Typical Physical Therapy Session in ASD
7.10.4. Physiotherapy Session Planning in ASD

Module 8. Respiratory Physiotherapy in Pediatrics

8.1. Evidence-Based Respiratory Physiotherapy
8.2. Bronchiolitis
8.3. Pneumonia
8.4. Atelectasis
8.5. Asthma
8.6. ORL
8.7. Respiratory Physiotherapy Assessment in Pediatrics
8.8. Techniques in Respiratory Physiotherapy
8.9. Respiratory Physiotherapy in Children Suffering from Neurological Disorders
8.10. Common Medication

Module 9. Physiotherapy in Early Care

9.1. Family-Centered Care

9.1.1. Benefits of Family-Centered Care in Early Childhood Care  
9.1.2. Current Family-Centered Models

9.2. Play as a Therapeutic Method

9.2.1. Game and Toy Proposals for 0-6 Month-Olds 
9.2.2. Game and Toy Proposals for 6-12 Month-Olds 
9.2.3. Game and Toy Proposals for 1-2 Year-Olds 
9.2.4. Game and Toy Proposals for 2-3 Year-Olds 
9.2.5. Game and Toy Proposals for 3-4 Year-Olds 
9.2.6. Game and Toy Proposals for 4-5 Year-Olds 
9.2.7. Game and Toy Proposals for 5-6 Year-Olds 

9.3. Balance

9.3.1. The Evolutionary Development of Balance
9.3.2. Balance-Related Disorders 
9.3.3. Tools to Work on Balance 

9.4. Aquatic Therapy

9.4.1. Properties of Water
9.4.2. Physiological Effects Caused by Immersion
9.4.3. Aquatic Therapy Contraindications
9.4.4. Evidence for Aquatic Therapy in Children with Disabilities
9.4.5. Aquatic Therapy Methods: Halliwick, Water Specific Therapy (WST) and Bad Ragaz Ring Method

9.5. Orthopedic and Mobility Aids

9.5.1. Lower Limb Orthoses
9.5.2. Upper Limb Orthoses
9.5.3. Mobility Aids
9.5.4. Actions Performed by Physiotherapists

9.6. Sitting and Pelvic Seating
9.7. Psychomotor Skills

9.7.1. Theoretical Framework of Psychomotor Skills
9.7.2. Practical Application of Physiotherapy Sessions in Early Care 

9.8. Physiotherapy in Premature Infants
9.9. Standing Programs

9.9.1. The Evolutionary Development of the Hip
9.9.2. Tools to Promote Standing
9.9.3. Standing Programs

9.10. Other Therapies

9.10.1. Bobath 
9.10.2. Vojta 
9.10.3. Shantala Massage 
9.10.4. Le Metayer

Module 10. New Perspectives in Early Care 

10.1. Animal-Assisted Therapies

10.1.1. Conceptualization of Animal-Assisted Therapies
10.1.2. Use in Early Care 

10.2. Sensory Stimulation

10.2.1. The Sensory Stimulation Room 
10.2.2. Physiotherapy Use in Early Care
10.2.3. Differences between Sensory Stimulation and Sensory Integration

10.3. Childhood Obesity
10.4. Pre- and Post-Natal Stimulation
10.5. Social Participation

10.5.1. The Importance of Social Participation in Disability
10.5.2. The Role of Physiotherapy in Social Participation

10.6. Inclusive Spaces and Playgrounds

10.6.1 The Objectives behind Inclusive Spaces and/or Inclusive Playgrounds
10.6.2 The Role of Physiotherapy in Creating Such Spaces and/or Playgrounds

10.7. Newborn Individualized Developmental Care and Assessment Program (NIDCAP)
10.8. Therapeutic Web and Mobile MHELP Applications
10.9. New Technologies (Virtual and Immersive Reality)
10.10. Evidence-Based Intervention

10.10.1. Databases and Search Engines
10.10.2. Search Keywords
10.10.3. Scientific Journals
10.10.4. Scientific Articles
10.10.5. Evidence-Based Practice

A very complete educational program, oriented toward high professional impact learning”