Master’s Degree in Early Childhood Intervention
Program endorsed by experience training Nebrija University professors for more than 20 years
The increase in premature births and the need to reduce its harmful effects on babies before the age of six constitute factors that reaffirm the need for specific, advanced and professional care that must be mediated by all the quality guarantees offered by official education.
In this context, the Master's Degree in Early Childhood Intervention appears with the aim of offering specialized training that enables students to design and develop Early Intervention programs in the educational context, from a perspective that includes working with the family and the community and coordinated participation in a multidisciplinary Early Intervention team.
The distance learning modality in which this master's degree will be taught is fully adapted to any student profile. The time flexibility and the possibility of studying from anywhere mean that this program can reach more professionals.
Collaborative learning is guaranteed, and the pace of study is personalized. Pedagogical innovation sets us apart and our commitment to inclusive, equitable and quality education promotes new learning opportunities.
As the culmination of the year in which the V Centenary of the death of Antonio de Nebrija is commemorated, an exhibition was organized at the National Library of Spain that shows the intellectual profile of the first Spanish humanist, without forgetting him as a man, researcher and professor through his enormous work.
Student profile:Graduado universitario o equivalente (licenciados o diplomados), en Magisterio, Pedagogía, Psicología (con mención o especialidad en educación) o Psicopedagogía. Asimismo, dado el carácter transversal del programa, podrán acceder al Máster aquellos estudiantes que hayan finalizado el Máster en Formación del Profesorado de ESO y Bachillerato, FP y Enseñanza de Idiomas o estén en posesión del Certificado de Aptitud Pedagógica (CAP), así como otros Graduados y Licenciados Universitarios que sean profesionales de la Docencia o ejerzan como Profesores en Instituciones Educativas, Escuelas de Negocios o Universidades (incluido los profesores doctores del sector universitario)University graduate or equivalent (bachelor's or associate's degrees) in Teaching, Pedagogy, Psychology (with a specialization or specialty in education) or Psychopedagogy. Likewise, given the transversal nature of the program, students who have completed the Master's Degree in Teacher Training for Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching, or who have a Teaching Aptitude Certificate (CAP), as well as others, will be able to access this master's degree. University graduates who are teaching professionals or work as Professors in Educational Institutions, Business Schools or Universities (including PhD professors in the university sector).
Graduate profile:The profile of the graduate in this Master's Degree in Early Childhood Intervention is that of a professional specifically trained for early assessment and intervention in the educational context, including the family environment in the work process. They will be professionals with the ability to integrate into an interdisciplinary team for early intervention, and competent in designing and organizing early intervention programs in the educational environment.
The graduate of this Master's Degree in Early Childhood Intervention may also provide the technical assessments that are required by other professionals or institutions in the exercise of their competency.
Official Degree:Master’s Degree in Early Childhood Intervention
Learning Center:School of Language and Education
Branch of knowledge: Languages and Education
Places offered: 300
Total Credits 60 credits.
Minimum 12 ECTS credits and maximum 60 ECTS credits per enrollment and academic year
Academic year it was introduced: 2023/2024
Duration: 1 year.
Teaching Type:: Classroom attendance - Online
Academic Regulations: General student’s regulations. Credit transfer and recognition. Regulation of student participation. Common procedures for carrying out the Final Research Project
University Services: [+info]
Internal Quality Assurance System System managers Incidents, Suggestions and Complaints Job placement report and assessment of training received
Collaborate with the CEDI Group in cognitive research projects
Curriculum
The student must take 60 credits
First Semester 30 ECTS
From October to January, both included- 6 ECTS | Early intervention systems and models
- 6 ECTS | Early intervention systems and models
- 6 ECTS | Evaluation and diagnostic tests in early intervention
- 6 ECTS | Disorders and needs in early intervention
- 6 ECTS | Methodology and intervention in early childhood
Second Semester 30 ECTS
Profesores
Nuria Camuñas Sánchez-Paulete
Vicedecana de la Facultad de Lenguas y Educación y Directora del Departamento de Educación
Vice Dean of the Faculty of Languages and Education and Director of the Department of Education
Paula C. Contesse Carvacho
Directora del Máster en Atención Temprana
Director of the Master’s Degree in Early Childhood Intervention
Helena Domínguez Santos
Coordinadora Académica del Máster en Atención Temprana
Academic Coordinator of the Master’s Degree in Early Childhood Intervention
Julia Pardo López
Profesora y Directora TFM
Professor and Director TFM
Patricia Ortiz Ruiz
Profesora y Directora TFM
Professor and Director TFM
Juan Moisés De la Serna Tuya
Profesor y Director de TFM
Professor and Director TFM
María José Pérez Páez
Profesora y Directora TFM
Professor and Director TFM
María Ángeles Prieto Bolívar
Profesora y Directora TFM
Professor and Director TFM
María del Pilar Sola Leyva
Profesora y Directora TFM
Professor and Director TFM
María Sánchez Hortal
Profesora y Directora TFM
Professor and Director TFM
Alondra Camus Torres
Profesora y Directora TFM
Professor and Director TFM
Cristina Lázaro Pérez
Profesora y Directora TFM
Professor and Director TFM
Sandra Rute Pérez
Directora TFM
Director TFM
Alejandra Barreiro Collazo
Directora TFM
Director TFM
Ana Nieto Ruiz
Directora TFM
Director TFM
Eva Montero López
Directora TFM
Director TFM
Sofía Barbero Aguado
Directora TFM
Director TFM
Tania Vieites Lestón
Directora TFM
Director TFM
Ana Belén Jorquera Hernández
Directora TFM
Director TFM
Borja Romero González
Director TFM
Director TFM
Carmen Hevia Tuero
Directora de TFM
Director TFM
Nicole González Benítez
Profesora y Directora de TFM
Professor and Director TFM
Ana Igual Blasco
Profesora y Directora de TFM
Professor and Director TFM
María Hurtado Miron
Profesora y Directora de TFM
Professor and Director TFM
Laura Lacalle Piñero
Profesora y Directora de TFM
Professor and Director TFM
Laura Lacalle Piñero
Profesora y Directora de TFM
Professor and Director TFM
Elke E. E. Kleinert Altamirano
Directora de TFM
Director TFM
Fátima María Díaz Freire
Directora de TFM
Director TFM
Gema Martínez Hernández
Directora de TFM
Director TFM
Marina Araya Vera
Profesora y Directora de TFM
Professor and TFM Director
Roger Llopart Alari
Director de TFM
TFM Director
Karina Villarroel Ambiado
Directora de TFM
TFM Director
Daniela Mieres Maldonado
Directora de TFM
TFM Director
Alberto Soto Sánchez
Director de TFM
TFM Director
Cecilia Latorre Cosculluela
Directora de TFM
TFM Director
Francisco Javier Fernández Rego
Profesor y Director de TFM
Professor and TFM Director
Paula Ruiz González
Directora de TFM
TFM Director
Jessica Cabezas Alarcón
Directora de TFM
TFM Director
María Alejandra Gamarra Vengoechea
Directora de TFM
TFM Director
Melissa Liher Martínez Shaw
Directora de TFM
TFM Director
Rebeca Moreno Lázaro
Directora de TFM
TFM Director
Sandra María Rivas García
Directora de TFM
TFM Director
Víctor González López
Director de TFM
TFM Director
María Beatriz González Alba
Profesora y Director de TFM
Professor and TFM Director
Atteneri Delgado Cruz
Profesora y Director de TFM
Professor and TFM Director
More Academic Information
Competences
Basic Competences- BC6 Students obtain and understand knowledge that provides a basis or opportunity to be original in the development and/or application of ideas, often in a research context.
- BC7 Students know how to apply the acquired knowledge and their ability to solve problems in new or little-known environments within broader (or multidisciplinary) contexts related to their area of study.
- BC8 Students are able to integrate knowledge and face the complexity of making judgments based on information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments.
- BC9 Students know how to communicate their conclusions and the ultimate knowledge and reasons that support them to specialized and non-specialized audiences in a clear and unambiguous way.
- BC10 Students have the learning skills that allow them to continue studying, in a way that will have to be, to a large extent, self-directed or autonomous.
- GC1 Integrate existing early intervention models in the educational context.
- GC2 Establish assessment and intervention tools in early childhood care.
- GC3 Incorporate the family into the work of early intervention.
- GC4 Organize early intervention within the multidisciplinary team.
- GC5 Plan the design and organization of early intervention in the educational context.
- SC1 Summarize current early intervention systems and models in the educational context.
- SC2 Compile and review information of a scientific nature, critically and autonomously, in relation to Early Intervention and the design of effective interventions.
- SC3 Relate the characteristics of childhood disorders with the process of assessment and intervention in early childhood care.
- SC4 Formulate the criteria for the application of early intervention procedures.
- SC5 Establish evaluation and diagnosis procedures for early intervention.
- SC6 Design intervention methods and tools in early childhood care.
- SC7 Apply specific evaluation techniques of the family environment for work in Early Intervention.
- SC8 Design, based on empirical data, guidance and counseling plans for early intervention in the family environment.
- SC9 Plan specific intervention strategies for early childhood care in autism spectrum disorders.
- SC10 Structure and coordinate early care work in a multidisciplinary team.
- SC11 Plan and organize evaluation and intervention programs in the educational context.
- SC12 Apply the knowledge acquired in the Master's degree to develop, present and defend a project in the area of Early Intervention.
Online Study
Awards to Global Campus Nebrija
Schedules
Synchronous classes compatible with professional activity: Monday-Friday (6-9pm).Agenda Group 1 Agenda Group 2 Agenda Group 3 Academic calendar
Employability
Career Opportunities
Upon completing their master's studies, students will be able to:
More Information on Internships in Companies
University Life in Early Childhood Intervention
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