The Hybrid nature of this program offers the unique combination of theoretical learning with practical experiences, facilitating the application of knowledge in real environments" 

Educational Psychopedagogy emerges as an interdisciplinary field, uniting psychology and pedagogy to understand and address the complexities during the learning process. This discipline not only seeks to diagnose this problem, but also focuses on providing concrete strategies and tools to intervene and overcome obstacles that may hinder the academic and personal development of students. 

This is why TECH has developed this comprehensive university program, offering, first, a complete and rigorous approach to the theoretical foundations of human learning. In this way, graduates will be immersed in the psychological theories that support learning, as well as in the various stages of human development. To this must be added the acquisition of skills to make comprehensive assessments and accurate diagnostics, investigating the most current research methods. 

It will also delve into the understanding and attention to the particular needs of students with disabilities or specific difficulties, promoting inclusive and adaptive strategies in educational settings. In other words, professionals will analyze the development and use of curricular materials adapted to the skills of their students, examining how new technologies can transform and enrich this process. 

This theoretical knowledge will be complemented with a practical experience of 3 weeks in an educational center prominent in the field of Educational Psychopedagogy. This will not only allow specialists to assimilate the most successful teaching methods, but also to develop skills to diagnose and intervene in cases of psychological disorders that may affect learning. 

During this practical experience, graduates will have a personal tutor, dedicated exclusively to overseeing their stay, dedicating 100% of their time. This proximity will allow them to work with confidence, taking advantage of the latest in educational technology and using the psychopedagogical techniques that have proven to be the most effective to date.  

You will be able to face any educational challenge with solidity and a completely innovative perspective, thanks to this Hybrid Master's Degree" 

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

• Development of more than 100 practical cases presented by teaching professionals experts in Educational Psychopedagogy and university professors with extensive experience in the student with psychological disorders that affect their learning 
• Their graphic, schematic and practical contents provide essential information on those disciplines that are indispensable for professional practice
• Presentation of practical workshops on diagnostic and therapeutic techniques in students with psychological disorders and learning difficulties 
• All of this will be complemented by 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
• Furthermore, you will be able to carry out a internship in one of the best Companies 

You will make an intensive practical stay of 3 weeks in a prestigious educational center, under the supervision of recognized specialists in Educational Psychopedagogy" 

In this proposal for a Hybrid Master's Degree, which is of a professional nature and has a blended approach, the program is aimed at updating teaching professionals who work in educational institutions and who require a high level of qualification. The contents are based on the latest scientific evidence, and oriented in a didactic way to integrate theoretical knowledge in psychopedagogical practice, and theoretical elements- will facilitate the updating of knowledge and allow decision-making in patient management. 

Thanks to their multimedia content made with the latest educational technology, they will allow the professional psychopedagogue a contextual and situated learning, that is, a simulated environment that will provide an immersive learning programmed to train 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 throughout the program. For this purpose, the students will be assisted by an innovative interactive video system created by renowned and experienced experts. 

During your practical stay in an educational center you will have at your disposal a personal tutor, who will dedicate 100% of your time"

Thanks to this Hybrid Master's Degree in Educational Psychopedagogy you will be equipped with the skills you need in a practical way and adapted to your needs"

This university program is characterized by its solid and dynamic structure, merging the versatility of online learning with practical experience. The program has been designed to provide a comprehensive view of the most avant-garde pedagogical strategies. As a result, graduates will gain a deep understanding of individual learning needs and develop skills to adapt teaching in an inclusive manner. The combination of innovative tools, together with expert guidance in this field, will ensure up-to-date knowledge and effective application in diverse educational settings. 

The content of this academic program will range from theoretical foundations to practical applications. Bet on TECH!” 

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. Sensory-motor Stage (0-2 Years) 
1.1.3.4. Preoperational Stage: Preoperational Substage (2-7 Years) 
1.1.3.5. Stage of Concrete Operations (7-11 Years) 
1.1.3.6. Formal Operational Stage (11-12 Years and Older) 

1.1.4. Sociocultural Theory of Lev Vigotsky 

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 

1.3.1. Developmental Aspects of Development 0-3 Years 

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 

1.3.2. Developmental Aspects of Development 3-6 Years 

1.3.2.1. Introduction 
1.3.2.2. Motor Development 
1.3.2.3. Cognitive Development 
1.3.2.4. Language Development 
1.3.2.5. Social Development 

1.4. Warning Signs in Child Development 
1.5. Cognitive and Socio-affective Development from 7 to 11 Years 
1.6. Cognitive Development during Adolescence and Early Adulthood 

Module 2. Assessment, Diagnosis, and Psychopedagogical Guidance 

2.1. Psychopedagogical Guidance and Intervention: Concept, Disciplinary Area, Object of Study, and Trajectory 

2.1.1. Concept and Functions of Educational Diagnosis: Qualities of the Diagnostician 

2.1.1.1. Concept of Educational Diagnosis 
2.1.1.2. Functions of Educational Diagnosis 
2.1.1.3. Qualities of the Diagnostician 

2.1.2. Dimensions, Scopes, and Areas of Action 

2.1.2.1. Dimensions in Psychopedagogical Intervention 
2.1.2.2. Spheres and Areas of Intervention 

2.2. Psychopedagogical Assessment: Role and Nature of the Assessment 

2.2.1. Concept, Purpose, and Context 

2.2.1.1. Concept of Psychopedagogical Assessment 
2.2.1.2. Purpose of the Psychopedagogical Assessment 
2.2.1.3. Context of the Assessment 

2.2.2. Psychopedagogical Assessment Procedure: Assessment in the School and Family Context 

2.2.2.1. Psychopedagogical Assessment Procedure 
2.2.2.2. Assessment in the School Context 
2.2.2.3. Assessment in the Family Context 

2.3. Psychological and Pedagogical Diagnosis: Concept, possibilities and delimitation in the framework of psychopedagogical action 

2.3.1. The Diagnostic Process and Stages 

2.3.1.1. Diagnostic Process 
2.3.1.2. Stages of Diagnosis 

2.4. Psychopedagogical Assessment Process according to Different Spheres of Action 

2.4.1. Assessment as a Process 
2.4.2. Areas of Action and Areas of Intervention and Assessment in the School and Family Context 

2.4.2.1. Scope and Domains of Action 
2.4.2.2. Assessment Process at School 
2.4.2.3. Assessment Process in Family Settings 

2.5. Design and Phases in the Psychopedagogical Assessment 

2.5.1. Psychopedagogical Assessment Procedure and Phases 

2.5.1.1. Psychopedagogical Assessment Procedure 
2.5.1.2. Psychopedagogical Assessment Phases 

2.6. Psychopedagogical Assessment Techniques and Tools 

2.6.1. Techniques and Instruments of Qualitative and Quantitative Assessment 

2.6.1.1. Qualitative Assessment Techniques and Instruments 
2.6.1.2. Quantitative Assessment Techniques and Instruments 

2.7. Psychopedagogical Assessment at School 

2.7.1. Assessment in Classroom, School and Family Settings 

2.7.1.1. Assessment in the Classroom Context 
2.7.1.2. Assessment in the Center Context 
2.7.1.3. Assessment in the Family Context 

2.8. Returning Information and Follow-up 

2.8.1. Return of Information and Follow-up 

2.8.1.1. Return 
2.8.1.2. Monitoring 

2.9. Psychopedagogical Guidance Models 

2.9.1. Clinical Model, Consultation Model, and Program Model 

2.9.1.1. Clinical Model 
2.9.1.2. Consultation Model 
2.9.1.3. Program Model 

2.10. School Guidance: Tutorial and family orientation 

2.10.1. School Guidance and the Tutorial Function: Tutorial Action Plan 

2.10.1.1. School Guidance 
2.10.1.2. Tutorial Role 
2.10.1.3. Tutorial Action Plan 

2.11. Vocational, Professional and Career Guidance 

2.11.1. Vocational/Professional/Labor Orientation and Maturity: Approaches and Interests 

2.11.1.1. Vocational Orientation and Maturity 
2.11.1.2. Professional Guidance and Maturity 
2.11.1.3. Career Guidance and Maturity 
2.11.1.4. Approaches and Interests 

2.12. Guidance in Health-Social Contexts and Situations of Vulnerability or Social Exclusion 

2.12.1. Concept, Purpose and Social, Health, Vulnerability or Social Exclusion Contexts: Counseling Guidelines 

2.12.1.1. Concept and Guidance Contexts in Social and Health Care and Social Vulnerability or Exclusion 
2.12.1.2. Purpose of Guidance in Social and Health Care and Social Vulnerability or Exclusion 

Module 3. Educational Measurement, Research and Innovation 

3.1. Introduction to Education Research and Innovation 

3.1.1. Relationship Between Innovation and Research: The Need for Research and Innovation in Education 

3.1.1.1. Innovation Concept 
3.1.1.2. Research Concept 
3.1.1.3. Relationship between Innovation and Research 
3.1.1.4. The Need for Research and Innovation in Education 

3.2. Research Planning I 

3.2.1. Modalities of Educational Research and Innovation 

3.2.1.1. Quantitative Approach 
3.2.1.2. Qualitative Approach 

3.2.2. Stages of the Research and Innovation Process 

3.3. Research Planning II 

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

3.3.1.1. Planning of the Research or Field Work 
3.3.1.2 Development of the research or fieldwork 
3.3.1.3. Dissemination of Results 

3.4. Selecting a Topic and Drafting a Paper 

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

3.4.1.1. Selection of the Study Topic 
3.4.1.2. Elaboration of the Theoretical Framework 
3.4.1.3. Project and Final Report 

3.5. Quantitative Designs I 

3.5.1. Experimental Designs, Intergroup Designs, and Intragroup Designs. 

3.5.1.1. Experimental Designs 
3.5.1.2. Intergroup Designs 
3.5.1.3. Intragroup Designs 

3.6. Quantitative Designs II 

3.6.1. Quasi-Experimental, Descriptive, and Correlational Designs 

3.6.1.1. Quasi-Experimental Designs 
3.6.1.2.  Descriptive Designs 
3.6.1.3. Correlational Designs 

3.7. Qualitative Designs 

3.7.1. Conceptualization and Modalities of Qualitative Research 

3.7.1.1. Conceptualization of Qualitative Research 
3.7.1.2. Ethnographic Research 
3.7.1.3. The Case Study 
3.7.1.4. Biographical-narrative Research 
3.7.1.5. Grounded Theory 
3.7.1.6. Action Research 

3.8. Innovative Methodologies 

3.8.1. Educational Innovation for School Improvement: Innovation and ICT 

3.8.1.1. Educational Innovation for School Improvement 
3.8.1.2. Innovation and ICT 

3.9. Measurement and Assessment: Techniques, Tools and Information Gathering I 

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

3.9.1.1. Data Collection: Measurement and Assessment 
3.9.1.2. Data Collection Techniques and Instruments 

3.10. Measurement and Assessment: Techniques, Tools and Information Gathering II 

3.10.1. Research Tools: The Tests 
3.10.2. Reliability and Validity: Technical requirements for assessment tools in education 

3.10.2.1. Reliability 
3.10.2.2. Validity 

3.11. Quantitative Information Analysis 

3.11.1. Statistical Analysis. Research Variables and Hypotheses 

3.11.1.1. Statistical Analysis 
3.11.1.2. Variables 
3.11.1.3. Hypotheses 
3.11.1.4. Descriptive Statistics 
3.11.1.5. Inferential Statistics 

3.12. Qualitative Information Analysis 

3.12.1. Qualitative Data Analysis. Criteria of Scientific Rigor 

3.12.1.1. General Process of Qualitative Analysis 
3.12.1.2. Criteria of Scientific Rigor 

3.12.2. Categorization and Coding of Data 

3.12.2.1. Data Categorization 
3.12.2.2. Data Coding 

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

4.1. Educational needs in Inclusive Education and the Role Played by Psychopedagogy 

4.1.1. Psychoeducational Support and Psychopedagogical Intervention.  Integration, Diversity, and Inclusive Education 

4.1.1.1. Psychoeducational and Psychopedagogical Support 
4.1.1.2. Integration, Diversity, and Inclusion 
4.1.1.3. Specific Educational Needs 

4.2. Diversity Policy Framework I: Guidance system and action plans 

4.2.1. Tutorial Action Plan and the Academic and Career Guidance Plan 

4.2.1.1. Tutorial Attention Plans 
4.2.1.2. Academic and Vocational Guidance Plans 

4.2.2. Professional Structure: Educational and psycho-pedagogical guidance teams and guidance department 

4.2.2.1. Educational and Psychopedagogical Guidance Teams (EPGT) 
4.2.2.2. Guidance Departments 

4.3. Diversity policy framework II: Attention to Diversity Measures 

4.3.1. Measures for Addressing Diversity: Organizing Center Resources and Diversity Plan 

4.3.1.1. Organization of Resources 
4.3.1.2. Plan of Attention to Diversity 

4.4. Learning Competency Development 

4.4.1. The Concept of Learning and Study Competence: Emotional Intelligence and Social Competence at School 

4.4.1.1. Learning and Study Competence 
4.4.1.2. Emotional and Social Intelligence 

4.5. Learning Difficulties 

4.5.1. Definition of Learning Difficulties. Historical Development 

4.5.1.1. Concept of LD 
4.5.1.2. Historical Development 

4.6. Learning Difficulties in Literacy 

4.6.1. Reading Difficulties. Dyslexia and Dysorthographia 

4.6.1.1. LD Concept of Reading 
4.6.1.2. Dyslexia 
4.6.1.3. Dysorthographia 

4.7. Learning Difficulties in Mathematics 

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

4.7.1.1. Concept of LD in Mathematics Learning 
4.7.1.2. Assessment 
4.7.1.3. Diagnosis 
4.7.1.4. Intervention 

4.8. Attention Deficit Hyperactivity Disorder (ADHD) Students 

4.8.1. Attention Deficit Hyperactivity Disorder (ADHD) Profile 
4.8.2. ADHD Needs Assessment and Educational Intervention. 

4.8.2.1. Needs Assessment in ADHD 
4.8.2.2. Educational Intervention in ADHD 

4.9. High Intellectual Capacity Students 

4.9.1. The Profile of High Intellectual Ability 
4.9.2. Needs Assessment in High Intellectual Abilities and Educational Intervention 

4.9.2.1. Assessment 
4.9.2.2. Intervention 

4.10. Late Entry Students in the Education System and the Educational Compensation System 

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

4.10.1.1. Concept of Late Incorporation into the Educational System 
4.10.1.2. Concept of Compensatory Need 
4.10.1.3. Educational Compensation Measures 

4.11. Students with Behavioral Disorders 

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

4.11.1.1. ASD Profile 
4.11.1.2. ASD Assessment 
4.11.1.3. Intervention 

4.12. Disabled Students 

4.12.1. Intellectual, Sensory, and Motor Disabilities 

4.12.1.1. Intellectual Disability 
4.12.1.2. Sensory Disability 
4.12.1.3. 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 
5.4. Society and Inclusive School 
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 

Module 6. Curricular Materials and Educational Technology 

6.1. Educational Guidance in the Information Society 

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

6.1.1.1. New Concept of Educational Guidance in the Framework of the Information Society 
6.1.1.2. New Competencies of the Guidance Counselor 

6.2. Materials and Media as Teaching and Learning Support 

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

6.2.1.1. Curricular Materials for the Improvement of the TeachingLearning Process 
6.2.1.2. Characteristics and Types of Curricular Materials 
6.2.1.3. Use and Assessment of Different Types of Curricular Materials 
6.2.1.4. Educational Technology 

6.3. Curricular Materials for New Teaching and Learning Methodologies and Education Innovation I 

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

6.3.1.1. New Learner-centered Educational Paradigm 
6.3.1.2. Planned Curriculum and Curriculum in Action 

6.3.2. The Concept of Educational Innovation and New Educational Methodologies 

6.3.2.1. Educational Innovation 
6.3.2.2. Cooperative Learning 

6.4. Curricular Materials for New Teaching and Learning Methodologies and Education Innovation II 

6.4.1. Problem-Based Learning, Thinking Culture, Project-Oriented Learning, Gamification, and the Flipped Classroom 

6.4.1.1. Problem-Based Learning 
6.4.1.2. Thinking Culture 
6.4.1.3. Project-oriented Learning 
6.4.1.4. Gamification 
6.4.1.5. Flipped Classroom 

6.5. Information Society (IS): ICTs in education 

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

6.5.1.1. ICT 
6.5.1.2. New Reality in the Information Society 
6.5.1.3. Educational Challenges in the Information Society 
6.5.1.4. Media Education 

6.6. Curricular Integration of ICT 

6.6.1. Integration of ICT as an Object of Study, Institutional Integration, and Didactic Integration 

6.6.1.1. ICT as an Object of Study 
6.6.1.2. Institutional Integration of ICT 
6.6.1.3. ICTs in the School Curriculum and Didactic Integration

6.7. Internet in Learning: School 2.0 and E-Learning Models 

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

6.7.1.1. School 2.0 
6.7.1.2. E-Learning and B-Learning 
6.7.1.3. Online Training 
6.7.1.4. MOOCs 

6.7.2. Possibilities offered by the Internet for the Communication and Professional Development of Educators 

6.7.2.1. Communication and Professional Development of Educators on the Internet 

6.8. Personal Learning Environments (PLE) in Lifelong Learning 

6.8.1. PLE Definition, Characteristics and Elements 

6.8.1.1. Lifelong Learning 
6.8.1.2. Personal Learning Environments, Definition and Characteristics 
6.8.1.3. Fundamental elements and construction of a PLE 

6.8.2. The PLE in the Work of the Counselor 

6.8.2.1. Use of PLE in the Guidance Function 

6.9. Audiovisual Media in Education 

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

6.9.1.1. Characteristics of Audiovisual Media in Education 
6.9.1.2. Sound Resources 
6.9.1.3. Podcast and Radio in School 
6.9.1.4. Image Resources 
6.9.1.5. Audiovisual Material Design and Production 

6.10. Vocational and Career Guidance using ICT 

6.10.1. ICT in Vocational and Career Guidance Processes in High School. Orienta Program and Web Platforms 

6.10.1.1. ICT in Vocational and Professional Orientation Processes in Middle School 
6.10.1.2. Orienta Program for Middle School Students 
6.10.1.3. Web Platforms for Vocational and Career Guidance (MyWayPass) 

6.11. Developing Multimedia Materials for Tutoring and Academic Guidance 

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

6.11.1.1. Web 2.0 
6.11.1.2. Webquest 
6.11.1.3. Blogs 
6.11.1.4. Wikis 
6.11.1.5. Multimedia Materials for Tutoring

6.12. Curricular Materials for Attention to Diversity 

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

6.12.1.1. Materials for the Attention to Diversity 
6.12.1.2. Materials for Diagnosis and Assessment 
6.12.1.3. 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 Care 
7.1.2. Historical Evolution of Early Care 
7.1.3. Relationship between Development and Early Learning 

7.2. Prevention and Main Areas in Early Care 

7.2.1. Phases in the Research Process. Areas and Agents 

7.2.1.1. Phases in the Research Process in Early Care 
7.2.1.2. Areas of Early Intervention 
7.2.1.3. Early Care Agents 

7.2.2. Child Development and Early Care Centers 

7.3. Neurodevelopment during the First Years of Life 

7.3.1. Major Biological and Social Risk Factors. Compensation Tools 

7.3.1.1. Main Biological Risk Factors 
7.3.1.2. Main Social Risk Factors 
7.3.1.3. Compensation Tools 

7.3.2. Plasticity and Brain Function 

7.3.1.1. Concept of Brain Plasticity 
7.3.1.2. Brain Function 

7.4. Psychoeducational Early Intervention in Social-Cognitive Development 

7.4.1. Theoretical Approaches to Cognitive Development. Cognitive Development from 0 to 6 Years 

7.4.1.1. Theoretical Approaches to Cognitive Development 
7.4.1.2. Cognitive Development from 0 to 6 Years 

7.4.2. The Preoperational Period 

7.4.2.1. Development in the Preoperational Period 

7.5. Psychoeducational Early Intervention in Social-Linguistic Development 

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

7.5.1.1. Early Language Development 
7.5.1.2. Warning Signs during Early Language Development 
7.5.1.3. Early Language Intervention 

7.6. Early Psychoeducational Intervention in Social-Emotional Competence 

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

7.6.1.1. Social-Emotional Development 
7.6.1.2. Social Contexts and Interactions in Childhood 
7.6.1.2. Early Intervention in Social-Emotional Development 

7.7. Early Psychoeducational Intervention in Children at Social Risk 

7.7.1. Situations of Social Risk. Typology of Maltreatment during Childhood 

7.7.1.1. Social Risk in Childhood 
7.7.1.2. Types of Maltreatment During Childhood 

7.7.2. Methodological and Adaptation Strategies in Risk Situations 

7.7.2.1. Early Intervention Strategies 
7.7.2.2. Adaptation and Coping Strategies in Social Risk Situations 

7.8. Early Care Intervention Programs 

7.8.1. Intervention Models and Types of Early Care Programs. Assessment 

7.8.1.1. Early Intervention Models 
7.8.1.2. Types of Early Care Programs 
7.8.1.3. Program Assessment in Early Care 

Module 8. Health Education and Hospital Psychopedagogy 

8.1 Definition of health and international agencies 

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. Construction of the Concept of Family 

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

9.1.1.1. The Family as a Context for Human Development 
9.1.1.2. Family Functions 
9.1.1.3. Family Dynamics and Rules 
9.1.1.4. Roles within the Family Context 

9.2. Evolution of Family Institution 

9.2.1. Social Changes and New Forms of Family Coexistence 

9.2.1.1. The Influence of Social Changes on the Family 
9.2.1.2. New Family Forms 

9.2.2. Family Educational Styles 

9.2.2.1. Democratic Style 
9.2.2.2. Authoritarian Style 
9.2.2.3. Negligent Style 
9.2.2.4. Indulgent Style 

9.3. Families at Psychosocial Risk 

9.3.1. Psychosocial Psychosocial Risk Assessment Criteria and Families at Psychosocial Risk 

9.3.1.1. What is Psychosocial Risk? 
9.3.1.2. Psychosocial Risk Assessment Criteria 
9.3.1.3. Families in Psychosocial Risk Situation 

9.3.2. Risk Factors vs. of Protection Factors 

9.3.2.1. Risk Factors 
9.3.2.2. Protective Factors 

9.4. Processes of Orientation and Psychopedagogical Intervention 

9.4.1. Conceptualization of Psycho-Pedagogical Intervention and Models of Psycho-Pedagogical Intervention 

9.4.1.1. Concept of Psychopedagogical Intervention in the Family Environment 
9.4.1.2. Models of Psychopedagogical Intervention 

9.4.2. Recipients, Areas, and Contexts of Psychopedagogical Intervention 

9.4.2.1. Recipients of the Psychopedagogical Intervention 
9.4.2.2. Areas of the Psychopedagogical Intervention 
9.4.2.3. Contexts of the Psychopedagogical Intervention 

9.5. Socio-Educational Intervention in Families I 

9.5.1. Concept, Foundations and Models of Family SocioEducational Intervention 

9.5.1.1. Socio-Educational Intervention with Families 
9.5.1.2. Principles of Psychoeducational Intervention with Families 
9.5.1.3. Foundations of socio-educational intervention with families: Elements, criteria to be taken into account and levels of intervention 
9.5.1.4. Models of Socio-Educational Intervention with Families 

9.6. Socio-Educational Intervention in Families II 

9.6.1. Family Intervention Educational Teams, Professional Skills and Tools and Techniques 

9.6.1.1. Educational Teams of Family Intervention 
9.6.1.2. Professional Skills 
9.6.1.3. Tools and Techniques 

9.7. Intervention in Situations of Risk and Child Abuse in the Family 

9.7.1. Conceptualization and Typology of Child Abuse 

9.7.1.1. The Concept of Child Abuse 
9.7.1.2. Types of Child Abuse 

9.7.2. Actions Against Child Abuse 

9.7.2.1. Detection, Assessment, and Care 
9.7.2.2. Protocols 

9.8. Collaborative Frameworks Between Family and School 

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

9.8.1.1. Family and School as Collaborative Environments 
9.8.1.2. Forms of Family Participation in the School 
9.8.1.3. Parenting School and Parental Education 

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

9.9.1. The Family as a Context of Human Development 
9.9.2. Family Functions 
9.9.3. Family Dynamics and Rules 
9.9.4. Roles within the Family Context 

9.10. Social Changes and New Forms of Family Coexistence 

9.10.1. The Influence of Social Changes on the Family 
9.10.2. New Family Forms 

9.11. Family Educational Styles 

9.11.1. Democratic Style 
9.11.2. Authoritarian Style 
9.11.3. Negligent Style 
9.11.4. Indulgent Style 

9.12. Psychosocial Psychosocial Risk Assessment Criteria and Families at Psychosocial Risk 

9.12.1. What is Psychosocial Risk? 
9.12.2. Psychosocial Risk Assessment Criteria 
9.12.3. Families in Psychosocial Risk Situation 

9.13. Risk Factors vs. of Protection Factors 

9.13.1. Risk Factors 
9.13.2. Protective Factors 

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

9.14.1. Concept of Psychopedagogical Intervention in the Family Environment 
9.14.2. Models of Psychopedagogical Intervention 

9.15. Recipients, Areas, and Contexts of Psychopedagogical Intervention 

9.15.1. Recipients of the Psychopedagogical Intervention 
9.15.2. Areas of the Psychopedagogical Intervention 
9.15.3. Contexts of the Psychopedagogical Intervention 

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

9.16.1. Socio-Educational Intervention with Families 
9.16.2. Principles of Psychoeducational Intervention with Families 
9.16.3. Fundamentals of Socio-educational Intervention with Families: Elements, Criteria to Take into Account, and Levels of Intervention 
9.16.4. Models of Socio-Educational Intervention with Families 

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

9.17.1. Educational Teams of Family Intervention 
9.17.2. Professional Skills 
9.17.3. Tools and Techniques 

9.18. Conceptualization and Typology of Child Maltreatment in the Family 

9.18.1. The Concept of Child Abuse 
9.18.2. Types of Child Abuse 

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

9.19.1. Detection, Assessment, and Care 
9.19.2. Protocols 

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

9.20.1. Family and School as Collaborative Environments 
9.20.2. Forms of Family Participation in the School 
9.20.3. 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 Accumulation of Information 
10.3.1.2. Learning as Interpretation of Reality 
10.3.1.3. 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 the IIMM in the Classroom 
10.4.5. Advantages and Disadvantages of Applying Multiple Intelligences 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 Teaching 

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 Flipped Classroom 

11.4.1. What It Is Based On?  
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 the Benefits in Education? 

11.9. How to Develop Your Own Apps in AR 

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

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