With this 100% online Master's Degree, you will enhance your knowledge and gain expertise in Child Psychomotricity”

Integral development in childhood largely depends on the interaction between the body, mind, and environment.  In this context, it is essential to have strategies that enhance motor, cognitive, and socio-emotional skills from an early age. Through updated approaches, it is possible to identify difficulties in coordination, balance, or laterality, facilitating timely interventions that optimize learning and autonomy in children. Therefore, in educational and therapeutic settings, the application of strategies based on Child Psychomotricity has gained greater relevance, enabling young children to achieve harmonious and functional development. 

In response to this need, TECH Global University will provide an in-depth curriculum focusing on key aspects such as early stimulation and early intervention, integrating tools that support the detection of difficulties in psychophysical development. Additionally, the program will cover strategies aimed at fostering personal autonomy within the educational environment, promoting the acquisition of skills that directly impact the quality of life for children.  

As such, this university program will offer professionals specialized knowledge to apply in various contexts, ranging from educational to therapeutic settings. With structured content tailored to current demands, the program will explore innovative methodologies that allow the design of effective strategies for child development. In doing so, you will acquire competencies that enhance the identification of specific needs and the application of techniques that promote well-being and psychomotor development in early childhood. 

Finally, to ensure a flexible and efficient learning experience, TECH Global University implements a 100% online methodology that allows you to access content at any time and from any device with an internet connection. Through the innovative Relearning system, knowledge retention is optimized through the strategic repetition of key concepts, avoiding rote memorization and enhancing a deep understanding of the topics covered. 

With content available 24 hours a day, 7 days a week, you will become a reference in integral development in childhood” 

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

• The development of practical cases presented by experts in Child Psychomotricity  
• 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 for integral development in childhood 
• 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 enhance your skills in early stimulation to foster child development from its earliest stages” 

The faculty includes professionals from the field of Child Psychomotricity, who bring their work experience to this program, along with 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. 

You will optimize your knowledge in various methodologies for detecting difficulties in psychophysical development"

You will deepen your understanding of the most effective approaches to fostering personal autonomy within the educational environment"

This comprehensive academic program will delve into Child Psychomotricity, addressing its impact on neuromotor development and its relationship with physical education. Throughout the university program, the anatomical foundations will be explored to understand the evolution of movement in childhood, alongside the physiological principles that regulate coordination and balance. Additionally, psychological factors involved in the acquisition of motor skills will be analyzed, enabling the application of effective teaching strategies. In this way, tools will be provided to optimize training and foster harmonious development in various contexts. 

You will have access to an enriched Virtual Campus with high-quality multimedia materials to deepen your understanding of the impact on neuromotor development” 

Module 1. Early Education 

1.1. Early Care and Education Concepts 

1.1.1. The Shift from Early Stimulation to Early Care 
1.1.2. Definition of Early Care 
1.1.3. Fundamentals of Early Childhood Care 
1.1.4. Objectives, Principles and Levels of Early Care 
1.1.5. Levels of Early Care Prevention 
1.1.6. Early Care Support Service 
1.1.7. Family-centered Early Care 

1.2. Basis of Motor Development 

1.2.1. Psychomotor Development and Perfection of Movements 
1.2.2. Concepts of Development, Maturation, Growth and Learning 
1.2.3. Motor Development: Beginnings and Basic Patterns 

1.3. Basis of Cognitive Development 

1.3.1. Neurological Bases of Cognitive Development 
1.3.2. Psychological Bases of Cognitive Development 
1.3.3. Cognitive Development from 0 to 2 Years 
1.3.4. Cognitive Development from 3 to 6 Years Old 

1.4. Social-Emotional Development in Early Childhood Care 

1.4.1. Socio-emotional Development 
1.4.2. Emotional Regulation 
1.4.3. Attachment 
1.4.4. The Family as a Principle of Affective-Emotional Development 
1.4.5. The School, Children’s Needs and Emotional and Affective Well-Being 
1.4.6. Development of Autonomy, Self-concept and Self-esteem 
1.4.7. Moral Development and Values Education in the Early Stages 

1.5. Diversity Programs 

1.5.1. Diversity and Inclusion 
1.5.2. The Classroom as a Space for Diversity 
1.5.3. Adapted Methodologies for the Attention of Diversity 
1.5.4. Play as a Means to Achieve Learning and Participation 

1.6. Early Stimulation 

1.6.1. Early Stimulation 
1.6.2. Where Can Stimulation Be Carried Out? 
1.6.3. Stimulation Duration and Materials 

1.7. Basis to Structure an Early Childhood Stimulation Program 

1.7.1. Biological Basis of the Brain 
1.7.2. The Processes of Brain Development and Developmental Milestones 
1.7.3. Socio-cultural Reality 

1.8. Development Programs as a Formal Modality in the Educational Project 

1.8.1. Fundamental Ideas 
1.8.2. General Objectives 
1.8.3. Concepts and Guidelines to Follow 

1.9. Influences on Child Development 

1.9.1. Factors Influencing Comprehensive Development in Childhood 
1.9.2. The Role of the Family and its Relationships 
1.9.3. The Role of the Environment 

1.10. Psychomotor and Sound Stimulation 

1.10.1. Movement and Psychomotor Skills in Early Stimulation 
1.10.2. General Recommendations for Psychomotor Development 
1.10.3. Sensory Periods and Early Stimulation 
1.10.4. Areas of Activity 

Module 2. Psychophysical Development at School Age and its Pedagogical Implications 

2.1. Child Development 

2.1.1. Definition of Development 
2.1.2. Characteristics of Child Development 
2.1.3. Influences on Child Development: Heredity, Environment and Critical Periods 
2.1.4. Psychological Theories and Models of Child Development 

2.2. Neurological Bases of Child Development 

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

2.3. Prenatal and Neonatal Development 

2.3.1. Periods of Prenatal Development 
2.3.2. Factors Influencing Prenatal Development 
2.3.3. Prenatal Stimulation 
2.3.4. The Birth Process 
2.3.5. Difficulties During Birth 
2.3.6. Breastfeeding 
2.3.7. The Newborn Baby 

2.4. Physical Development from 0 to 3 Years 

2.4.1. Maturation and Growth 
2.4.2. Motor Capabilities 
2.4.3. Sensory Capabilities 

2.5. Cognitive Development from 0 to 3 Years 

2.5.1. Piagetian Approach: Sensorimotor Stage 
2.5.2. Information Processing Approach 

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

2.6.1. Recognition of Others and the Self: Socialization and Self-Differentiation 
2.6.2. Sexual Identity 
2.6.3. Social Influences on Infant Development 
2.6.4. Temperament 
2.6.5. The First Emotions of the Child 
2.6.6. Attachment 

2.7. Physical Development from 3 to 6 Years Old 

2.7.1. Maturation and Growth 
2.7.2. Motor Skills 
2.7.3. Brain Maturation 

2.8. Cognitive Development from 3 to 6 Years Old 

2.8.1. Piagetian Approach: Preoperational Stage 
2.8.2. Vygotskian Approach 
2.8.3. Information Processing Approach 

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

2.9.1. Development of Self-concept and Autonomy 
2.9.2. Development of Sexual Identity 
2.9.3. Play and Relationships with Other Children 
2.9.4. Relationships with Adults 
2.9.5. Emergence of Social Emotions 
2.9.6. Emotional Intelligence in Early Childhood 

2.10. Child Development from 7 to 12 Years Old 

2.10.1. Physical and Motor Development 
2.10.2. Cognitive Development 
2.10.3. Socio-affective and Moral Development 

Module 3. Personalized Education. Anthropological, Philosophical, and Psychological Foundations 

3.1. The Human Person 

3.1.1. Educating Taking Into Account The Person 
3.1.2. Person and Human Nature 
3.1.3. Attributes or Radical Properties of the Person 
3.1.4. Strategies to Favor the Unfolding of the Person’s Radical Attributes or Properties 
3.1.5. The Human Person as a Dynamic System 
3.1.6. The Person and the Meaning That They Can Give to Their Life 

3.2. Pedagogical Foundations of Personalized Education 

3.2.1. The Educability of the Human Being as a Capacity for Integration and Growth 
3.2.2. What Personalized Education Is and What It Is Not 
3.2.3. Purposes of Personalized Education 
3.2.4. The Personal Teacher-Student Encounter 
3.2.5. Protagonists and Mediators 
3.2.6. The Principles of Personalized Education 

3.3. Learning situations in Personalized Education 

3.3.1. The Personalized Vision of the Learning Process 
3.3.2. Operational and Participative Methodologies: General Characteristics 
3.3.3. Learning Situations and Their Personalization 
3.3.4. Materials and Resources Function 
3.3.5. Evaluation as a Learning Situation 
3.3.6. The Personalized Educational Style: its Five Manifestations 
3.3.7. Promoting the Five Manifestations of the Personalized Educational Style 

3.4. Motivation: A Key Aspect of Personalized Learning 

3.4.1. Influence of Affectivity and Intelligence in the Learning Process 
3.4.2. Definition and Types of Motivation 
3.4.3. Motivation and Values 
3.4.4. Strategies to Make the Learning Process More Attractive
3.4.5. The Playful Aspect of Schoolwork 

3.5. Metacognitive Learning 

3.5.1. What Should Students Be Taught in Personalized Education 
3.5.2. Meaning of Metacognition and Metacognitive Learning 
3.5.3. Metacognitive Learning Strategies 
3.5.4. Consequences of Learning in a Metacognitive Way
3.5.5. The Evaluation of the Significant Learning of the Learner  
3.5.6. Keys to Educating in Creativity 

3.6. Personalizing the Organization of the School Center 

3.6.1. Factors in the Organization of a School 
3.6.2. The Personalized School Environment 
3.6.3. The Student Body 
3.6.4. Teaching Staff 
3.6.5. The Families 
3.6.6. The School Center as an Organization and as a Unit 
3.6.7. Indicators to Evaluate the Educational Personalization of a School Center  

3.7. Identity and Profession 

3.7.1. Personal Identity: A Personal and Collective Construction 
3.7.2. Lack of Social Valuation  
3.7.3. Cracking and Identity Crisis 
3.7.4. Professionalization Under Debate 
3.7.5. Between Vocation and Expert Knowledge 
3.7.6. Teachers as Artisans  
3.7.7. Fast Food Behavior 
3.7.8. Unrecognized Good Guys and Unknown Bad Guys 
3.7.9. Teachers Have Competitors 

3.8. The Process of Becoming a Teacher 

3.8.1. Initial Training Matters  
3.8.2. At the Beginning, the More Difficult, the Better   
3.8.3. Between Routine and Adaptation  
3.8.4. Different Stages, Different Needs 

3.9. Characteristics of Effective Teachers 

3.9.1. The Literature on Effective Teachers  
3.9.2. Value-Added Methods   
3.9.3. Classroom Observation and Ethnographic Approaches  
3.9.4. The Dream of Having Countries with Good Teachers 

3.10. Beliefs and Change 

3.10.1. Analysis of Beliefs in the Teaching Profession   
3.10.2. Many Actions and Little Impact   
3.10.3. The Search for Models in the Teaching Profession 

Module 4. Self-knowledge and Personal Autonomy in Early Childhood Education 

4.1. The Development Environment 

4.1.1. Definition of Self-Awareness, Self-Concept and Self-Esteem 
4.1.2. The First Context of Development: The Family Environment 
4.1.3. The Age for Breastfeeding 
4.1.4. The Role of Parents in Child Development 

4.2. The Origins of Competition 

4.2.1. Introduction 
4.2.2. Individual Differences at Birth 
4.2.3. Cognitive Development 
4.2.4. Communication 
4.2.5. Motivation 

4.3. Development of the Sense of Self: Background 

4.3.1. Introduction 
4.3.2. Freudian Theory of Development 
4.3.3. Some Key Psychoanalytic Theories in Development 
4.3.4. Theoretical Models of Cognitive Development 
4.3.5. The Computational Approach or Cognitive Psychology 
4.3.6. The Systemic Approach to Development 
4.3.7. Early Emotional Development 

4.4. The Importance of Others 

4.4.1. Introduction 
4.4.2. Link 
4.4.3. Fear of Strangers 
4.4.4. Response to the Absence of Family Figures 

4.5. Self-concept: Current Situation and Teaching Role 

4.5.1. Conceptual Delimitation and Components of Self-Concept 
4.5.2. Stages of Self-Concept Development 
4.5.3. Self-Concept: Hierarchical-Multidimensional Model 
4.5.4. Self-concept: Academic and Non-Academic Dimensions 
4.5.5. The Teacher’s Role in Self-Concept 

4.6. The Origins of Autonomy 

4.6.1. Introduction 
4.6.2. The Separation-Individuation Process 
4.6.3. Separation Resistance 
4.6.4. Non-autonomous Operation 

4.7. Autonomy and Learning 

4.7.1. Introduction 
4.7.2. Learning How to Face Reality 
4.7.3. The Role of Play in Learning to Confront Reality 

4.8. The Child in the Family: Influences on Learning 

4.8.1. Introduction 
4.8.2. Relationship with Parents 
4.8.3. Relationship with Siblings 

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

4.9.1. Introduction 
4.9.2. Learning How to Learn 
4.9.3. Practical Resources for Self-Awareness Education 
4.9.4. Guidelines for Autonomy Education in the Classroom 
4.9.5. Final Conclusions 

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

4.10.1. Introduction 
4.10.2. First Considerations on the Assessment of Self-Concept and Self-Esteem 
4.10.3. Assessment of Self-Concept and Self-Esteem in the Classroom 
4.10.4. Warning Signs to Detect Possible Problems of Self-Concept and Self-Esteem in Children 

Module 5. Neuromotor Development and Physical Education Teaching 

5.1. Human Neuromotor Development 

5.1.1. How to Study this Unit? 
5.1.2. The Pre-School Education Stage 
5.1.3. Neuromotor and Executive Functions 
5.1.4. Projects and Organization of Activities Based on Neuromotor Development 
5.1.5. Bibliographic References 

5.2. Motor Learning and Motor Competence 

5.2.1. How to Study this Unit? 
5.2.2. Constructivist Development applied to Physical Education. Key Concepts 
5.2.3. Ecological Approach to the Motor Competency Process 
5.2.4. Bibliographic References 

5.3. Fundamentals of Motor Games as an Educational Resource 

5.3.1. How to Study this Unit? 
5.3.2. Motor Skills and Motor Play 
5.3.3. The Motor Game: Characteristics and Application 
5.3.4. Typology of Games for Students in the Pre-School Education Stage 
5.3.5. Teaching Strategies for Motor Play 
5.3.6. Bibliographic References 

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

5.4.1. How to Study this Unit? 
5.4.2. Competencies and Objectives 
5.4.3. The Evaluation Process 
5.4.4. The Psychomotor Session 
5.4.5. Bibliographic References 

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

5.5.1. How to Study this Unit? 
5.5.2. Psychomotor Education: the Body Scheme 
5.5.3. Tonic Control and Postural Control 
5.5.4. Respiratory Control 
5.5.5. Laterality 
5.5.6. Spatial-temporal Structuring 
5.5.7. Bibliographic References 

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

5.6.1. How to Study this Unit? 
5.6.2. Types of Psychomotor Coordination 
5.6.3. The Development of Psychomotor Coordination 
5.6.4. Practical Proposals 
5.6.5. Bibliographic References 

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

5.7.1. How to Study this Unit? 
5.7.2. Displacements 
5.7.3. Turns 
5.7.4. Jumps 
5.7.5. Launches 
5.7.6. Receptions 

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

5.8.1. How to Study this Unit? 
5.8.2. Joint by Joint 
5.8.3. Strength as a Basic Fundamental Physical Ability 
5.8.4. Resistance 
5.8.5. Speed 
5.8.6. Range of Motion 
5.8.7. Bibliographic References 

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

5.9.1. How to Study this Unit? 
5.9.2. Contexts of Excellence, Creativity and Learning 
5.9.3. Learning Environments and Movement 
5.9.4. TIC-TAC in Physical Education 
5.9.5. Educational Gamification 
5.9.6. Bibliographic References 

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

5.10.1. How to Study this Unit? 
5.10.2. Educating Self-Concept 
5.10.3. Program to Work on Self-Esteem 
5.10.4. Habits and routines in the Early Childhood Classroom 
5.10.5. Thinking Routines for Working on Self-Concept 
5.10.6. Strategies and Management of Emotions in Early Childhood Education 
5.10.7. Cognitive and Metacognitive Strategies in Early Childhood Education 

Module 6. Physical Education, Health and Education in Values 

6.1. Physical Education and Health 

6.1.1. Physical Education and Health 
6.1.2. Definition of Physical Education and its Relation to Health 
6.1.3. Physical Education and Health: Scientific Evidence 
6.1.4. Another Health-Related Term: Quality of Life 

6.2. Physical Education and Health: Training in Primary Education (I) 

6.2.1. Fitness or Physical Condition 
6.2.2. Training and Adaptation 
6.2.3. Fatigue and Recovery 
6.2.4. Training Components 
6.2.5. Principles of Training 

6.3. Physical Education and Health: Training in Primary Education (II) 

6.3.1. Athletic or Sporting Fitness 
6.3.2. Adaptation to Training 
6.3.3. Energy Systems of Energy Production 
6.3.4. Before You Start: Safety 
6.3.5. Conditional and Coordinative Capacities 

6.4. Physical Education and Health: Training in Primary Education (III) 

6.4.1. Evaluation of the Intensity of Exertion in Physical Education 
6.4.2. Development of Conditional Capacities in Physical Education: 
Primary Education 
6.4.3. Assessment of Conditional Capacities in Physical Education: Primary Education 

6.5. Physical Education and Health: Basic First Aid (I) 

6.5.1. Introduction and General Principles 
6.5.2. Evaluation of the Injured Person 
6.5.3. Order of Action: Basic Cardiopulmonary Resuscitation 
6.5.4. Consciousness Alterations. Lateral Safety Position 
6.5.5. Airway Obstruction: Asphyxias 

6.6. Physical Education and Health: Basic First Aid (II) 

6.6.1. Hemorrhages: Shock 
6.6.2. Trauma 
6.6.3. Injuries Due to Temperature 
6.6.4. Neurological Emergencies 
6.6.5. Other Emergencies
6.6.6. The First Aid Kit 

6.7. Teaching of Physical Education in Relation to Health and Improvement of Quality of Life in Primary Education 

6.7.1. Hygiene in Physical Education 
6.7.2. Teaching First Aid in Primary Education 
6.7.3. Physical Activity and Health Contents 

6.8. Physical Education Didactics in Relation to Education Values in Primary Education 

6.8.1. Methodology of Education in Attitudes, Values and Norms
6.8.2. Influence of the Social Context on Education in Attitudes, Values and Norms
6.8.3. Attitude, Values and Standards Education Evaluation 
6.8.4. Educational Intervention in Attitudes, Values and Norms in Physical Education

6.9. Present and Future of Physical Education 

6.9.1. Physical Education Today 
6.9.2. The Future of Physical Education 

6.10. The Physical Education Professional 

6.10.1. Characteristics of the Physical Education Professional 
6.10.2. Design of Activities in Physical Education 

Module 7. Anatomical, Physiological and Psychological Bases of Physical Education 

7.1. Introduction to the Human Body 

7.1.1. The Human Body 
7.1.2. Levels of Organization 
7.1.3. Anatomical Position and Directions 
7.1.4. Axes and Body Planes 
7.1.5. The Cell and Tissues 
7.1.6. The Cell: Size, Shape and Composition 
7.1.7. Tissues. Type: Conjunctive, Muscular, and Nervous 

7.2. The Bone and Joint System. Bone Growth and Development 

7.2.1. The Bone System 
7.2.2. Anatomical Structure: The Skeleton 
7.2.3. Bone Tissue and Bone Types 
7.2.4. Functions of the Skeletal System 
7.2.5. The Articular System 
7.2.6. Bone Growth and Development 

7.3. The Muscular System. Muscular Growth and Development 

7.3.1. The Muscular System 
7.3.2. Structure of the Muscular System. Fibers and Myofibrils 
7.3.3. Muscle Contraction Types of Contraction 
7.3.4. Functions of the Muscular System. Muscular Growth and Development 

7.4. Cardiorespiratory System. Evolutionary Characteristics of the System 

7.4.1. Cardiorespiratory System 
7.4.2. Circulatory System 
7.4.3. Respiratory System 
7.4.4. Circulatory and Respiratory System Functions 
7.4.5. Basic Physiology of the Circulatory and Respiratory Systems 
7.4.6. Evolutionary Characteristics of the Cardiorespiratory System 

7.5. The Nervous System. Physical Education Classroom Implications 

7.5.1. The Nervous System 
7.5.2. Anatomical Organization and Structure 
7.5.3. Functions 
7.5.4. Evolutionary Characteristics and Implications for the System in Physical Education Classes 

7.6. Blood 

7.6.1. Blood Characteristics 
7.6.2. Blood Plasma 
7.6.3. Formal Elements 
7.6.4. Red Blood Cells (Red Blood Cells) 
7.6.5. Leukocytes (White Blood Cells) 
7.6.6. Red Blood Cells and Coagulation 

7.7. Energy Metabolism 

7.7.1. Energy Sources 
7.7.2. Carbohydrates 
7.7.3. Fats 
7.7.4. Proteins 
7.7.5. Bio-energy ATP production 
7.7.6. ATP-PC System or Alactic Anaerobic System 
7.7.7. Glycolytic or Lactic Anaerobic 
7.7.8. Oxidative or Anaerobic 
7.7.9. Energy Consumption at Rest and During Exercise 
7.7.10. Adaptations to Aerobic Training 
7.7.11. Causes of Fatigue 

7.8. Evolutionary Characteristics of Human Behavior in Physical Education Classrooms 

7.8.1. Concept and Factors Influencing Student Growth and Development 
7.8.2. Psychological 
7.8.3. Neuromotor Area 
7.8.4. Cognitive Domain 
7.8.5. Socio-Affective Area 

7.9. Psychology in Physical Education 

7.9.1. Human Behavior and Psychological Fields of Action in Physical Activity and Sport 
7.9.2. Psychology in Physical Activity and Sport: Praxis 
7.9.3. Problem Solving Techniques in Physical Activity and Sports 

7.10. Development of Autonomy 

7.10.1. Control of One’s Own Body 
7.10.2. The Evolution of Children’s Autonomy 

Module 8. Self-Knowledge, Environment, and Personal Autonomy in Physical Education 

8.1. Curricular Framework for Physical Education in Early Childhood Education 

8.1.1. Body and Movement in the LOE 
8.1.2. The Domains of Experience and the Development of Motor Skills 
8.1.3. The Holistic Approach to Early Childhood Education: Methodological Consequences in Physical Education 

8.2. The Construction of Identity and Self-Knowledge of the Body 

8.2.1. The Construction of Personal Identity 
8.2.2. Self-Knowledge of the Body 

8.3. Body Language and the Construction of Personal Identity and Autonomy 

8.3.1. Conceptual Framework of Corporal Expression 
8.3.2. Body Expression in the Early Childhood Education Curriculum 
8.3.3. Symbolic Play and Dramatic Play as Methodological Resources in Body Language and Expression 

8.4. The body and Interaction with the Environment I. Spatial Organization 

8.4.1. Spatial Organization 
8.4.2. The Ontogenesis of Spatial Organization 
8.4.3. Activities and Games for the Development of Spatial Organization 

8.5. The Body and Interaction with the Environment II. The Temporal Organization 

8.5.1. The Temporal Organization 
8.5.2. Temporal Notions: Order, Duration and Rhythm 
8.5.3. Ontogenesis of Temporal Organization 
8.5.4. Motor Play as a Fundamental Element for the Development of Spatio-Temporal Organization 

8.6. The Body and Interaction with the Environment II. Coordination 

8.6.1. What is General Dynamic Coordination? 
8.6.2. Evolution of Coordination 
8.6.3. Factors Influencing Coordination 
8.6.4. Motor Play in Early Childhood Education as an Important Element in Motor Development 
8.6.5. Didactic Orientations 

8.7. Knowledge of the Natural Environment in Physical Education I. Activities in Nature 

8.7.1. Conditions of the Natural Environment that Stimulate Growth and Motor Skills 
8.7.2. Guidelines for AFMN Design 
8.7.3. Implications of Considering AFMN as School Content 

8.8. Knowledge of the Environment in Physical Education II Educational Aquatic Activities 

8.8.1. Motor Development in Water 
8.8.2. Evolution of Motor Patterns and Aquatic Skills 
8.8.3. Guidelines for the Design of Aquatic Activities 

8.9. Physical Education and Interdisciplinary Work 

8.9.1. Interdisciplinarity in Early Childhood Education: The Holistic Approach 
8.9.2. The Holistic Approach in Physical Education 
8.9.3. Holistic Methodologies in Physical Education: Motor Stories and Motor Songs 

8.10. Professional Coordination 

8.10.1. The Importance of Teacher Coordination in Physical Education 
8.10.2. Teamwork 

Module 9. Theory and Individual and Collective Practice of Motor and Pre-Sports Games in Early Childhood Education 

9.1. The Game 

9.1.1. Theoretical Approach to the Game Concept 
9.1.2. The Game and its Pedagogical Importance 

9.2. Play and Creativity 

9.2.1. Play, Thinking and Creativity 
9.2.2. Game Classification 

9.3. Play in Early Childhood Education 

9.3.1. The Importance of Play in Early Childhood Education 
9.3.2. Specific Contents Related to Play in Early Childhood Education 
9.3.3. Methodological Criteria that Must Govern the Game 

9.4. Components of the Motor Area 

9.4.1. Components of the Motor Area 
9.4.2. Classification and Development 

9.5. Motor Skills in Early Childhood Education 

9.5.1. Motor and Psychomotor Development 
9.5.2. Factors Influencing Motor Development 
9.5.3. Motor Skills 

9.6. The Motor Game 

9.6.1. Concept 
9.6.2. Classification 
9.6.3. Components and Aspects of Motor Play 

9.7. Material Resources 

9.7.1. The Facilities 
9.7.2. The Toy 
9.7.3. Materials 
9.7.4. Safety of Toys and Materials 

9.8. Games 

9.8.1. Traditional and Popular Games 
9.8.2. Symbolic Development, Dramatization and Expression Games. Motor Story 
9.8.3. Motor Skills Development Games: Circuits, Gymkhanas, Learning Environments 

9.9. Intelligence and the Theory of Multiple Intelligences from a Gaming Perspective 

9.9.1. The Theory of Multiple Intelligences 
9.9.2. The Role of Gaming in this Theory 

9.10. The Design of the Motor Game 

9.10.1. General Considerations 
9.10.2. The Design of the Motor Game 

Module 10. Artistic-Expressive Physical Activities: Dance, Rhythm, and Body Expression 

10.1. Foundations of Artistic-Expressive Physical Activities 

10.1.1. Justification in the Early Childhood Education Curriculum 
10.1.2. Area 1: Self-Awareness and Personal Autonomy 
10.1.3. Area 3: Languages: Communication and Representation 
10.1.4. Historical and Social Evolution 

10.2. Artistic-Expressive Physical Activities in Education: Transversality 

10.2.1. Skills 
10.2.2. Area 2: Knowledge of the Environment 
10.2.3. Area 3: Languages: Communication and Representation 

10.3. Pedagogical Bases of Corporal Expression 

10.3.1. The Body Language 
10.3.2. The Body and Space 
10.3.3. Body Language Techniques 

10.4. Body Language: The Body 

10.4.1. Body Scheme 
10.4.2. Tonic Regulation 
10.4.3. Postural Adjustment 
10.4.4. Balance and Body Alignment 
10.4.5. Laterality 
10.4.6. Motor Coordination 
10.4.7. Relaxation 

10.5. Pedagogical Bases of Rhythmic Activities 

10.5.1. Music 
10.5.2. Time 
10.5.3. Rhythm 
10.5.4. The Movement 
10.5.5. Methodology 

10.6. Pedagogical Bases of Dance 

10.6.1. Definition of Dance 
10.6.2. Dance Forms 
10.6.3. Dance Dimensions 
10.6.4. Elements of Dance 
10.6.5. Objectives, Aspects and Classification of Dance 
10.6.6. Choreography 
10.6.7. Methodology 

10.7. Psychological Bases of Rhythm and Body Language 

10.7.1. Multiple Intelligences 
10.7.2. Emotions 
10.7.3. Personality 

10.8. Psychological Bases of Dance 

10.8.1. Attention 
10.8.2. Motivation 
10.8.3. Creativity 
10.8.4. Learning and Memory 

10.9. Dance at School 

10.9.1. Choreographed Dances 
10.9.2. Creative Dances 
10.9.3. Methodology of Dance Activities 

10.10. Programming and Evaluation 

10.10.1. Programming in the First Cycle of Early Childhood Education 
10.10.2. Evaluation in the First Cycle of Early Childhood Education 
10.10.3. Programming in the Second Cycle of Early Childhood Education 
10.10.4. Evaluation in the Second Cycle of Early Childhood Education 

You will evaluate the impact of personal autonomy in physical education, identifying key strategies to enhance motor performance”