Basic competences

• BC4: Students can transmit information, ideas, problems and solutions to a specialised and non-specialised public.

General competences

• GC1: Know the objectives, curricular content and evaluation criteria of Early Years Education.
• GC2. Promote and facilitate learning in early childhood, from a globalising and integrating perspective of the different cognitive, emotional, psycho-motor and volitional dimensions.
• GC11: Reflect on classroom practices to innovate and improve teaching. Acquire habits and skills for autonomous and cooperative learning and promote it among students.

Specific competences

• SC53: Know the fundamentals of music, visual arts and physical expression in the curriculum for this stage, as well as theories on the acquisition and development of the corresponding learning.
• SC55. Know how to use play as a teaching resource, as well as design learning activities based on play principles.
• SC56: Develop teaching proposals that promote musical perception and expression, motor skills, drawing and creativity.

Unit 1. Neuromotor development of the human being

• How to study this unit?
• Early Childhood Education stage (from 0 to 6 years old)
• Neuromotricity and executive functions
• Projects and organization of activities based on students’ neuromotor development
• References

Unit 2. Motor learning and motor competence

• How to study this unit?
• Constructivist development applied to physical education: key concepts
• Ecological approach to motor competence
• References

Unit 3. Fundamentals of motor-development games as a teaching resource

• How to study this unit?
• Motor skills and motor-development games
• Motor-development games: features and application
• Teaching strategies for motor-development games
• Types of games for the students in the Early Childhood Education stage
• References

Unit 4. Work areas of psychomotricity in Early Childhood Education: competences, objectives, contents and assessment

• How to study this unit?
• Competences and objectives
• Assessment process
• Practical proposals for the development of teaching contents
• References

Unit 5. Contents (I) Elements and characteristics of body schema in Early Childhood Education

• How to study this unit?
• Psychomotor education: the body schema
• Tonic and postural control
• Respiratory control
• Laterality
• Spatio-temporal structuring
• Coordination
• References

Unit 6. Contents (II) Development of psychomotor coordination in Early Childhood Education

• How to study this unit?
• Types of psychomotor coordination
• The development of psychomotor coordination
• Practical proposals
• References

Unit 7. Contents (III) Fundamental motor skills in physical education

• How to study this unit?
• Displacements
• Twists and turns
• Jumps
• Throwing skills
• Receptions
• References

Unit 8. Contents (IV) Health and education: Hygienic-postural habits in physical education

• How to study this unit?
• Components of physical fitness
• Joint by joint
• Strength as a fundamental component of physical fitness
• References

Unit 9. New methodological proposals for physical education in the 21st century

• How to study this unit?
• Excellence, creativity and learning contexts
• Nudge: Learning and movement environments
• TIC - TAC in physical education
• Gamification in education
• References

 

The different tasks and activities programmed during the semester have been developed with the goal of adapting the learning process to the different capabilities, necessities and interests of the students.

The activities included in the subject are:

• Work. These are activities of different types: reflection, case analysis, practice, etc.
• Participation in events. Events are scheduled every week of the semester: virtual face-to-face sessions, discussion forums, tests.
• Reading commentary. This is a very specific type of activity that consists in the analysis of texts of articles by expert authors in different units of the subject.

In the weekly program you can find the specific tasks you need to complete in this subject.

Download the program

These activities are combined with the following aspects:

• Personal Study
• Tutoring. The tutoring class can be implemented through different tools and means. During the course of the subject, the teacher-tutor plans the individual tutoring on specific days for the resolution of academic-oriented doubts through “Consultation sessions”. Supplementing these sessions, students have also available the “Ask your teacher” forum through which they can formulate questions and check the corresponding answers on general aspects of the subject. Due to the very nature of the media used, there are no fixed schedules for the students.
• Mandatory on-site final exam.

The hours dedicated to each activity are detailed as follows:

ASSIGNMENTS	HOURS
Attendance to virtual classes	20 hours
Master classes	12 hours
Basic material study	50 hours
Reading the additional resources	14 hours
Tasks and self-evaluation tests	29 hours
Tutoring	16 hours
Collaborative work, forums, debates, etc.	7 hours
Final exam	2 hours
Total	150 hours

Basic bibliography

The necessary texts for the study of this subject had been elaborated by UNIR and are available in a digital format for consultation, download and print in the virtual classroom.

Complementary bibliography

• Bausela, E. (2010). Función ejecutiva y desarrollo en la etapa preescolar. Boletín de Pediatría, 50(214), 272-276.

• Capilla, A., Romero, D., Maestú, F., Campo, P., González-Marqués, J., Ortiz, T., Fernández, A. and Fernández, S. (2004). Emergencia y desarrollo cerebral de las funciones ejecutivas. Actas Españolas de Psiquiatría, 32(6), 377-386.

• Center on the Developing Child at Harvard University-CDCHU (2011). Building the Brain’s “Air Traffic Control” System: How Early Experiences Shape the Development of Executive Function. Recuperado el 1 de febrero de 2018 de: https://developingchild.harvard.edu/resources/building-the-brains-air-traffic-control-system-how-early-experiences-shape-the-development-of-executive-function/

• Center on the Developing Child at Harvard University-CDCHU (2014). Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence. Recuperado el 28 de enero de 2018 de: https://developingchild.harvard.edu/

• Cinan, S. (2006). Age-related changes in concept formation, rule switching, and perseverative behaviors: A study using WCST with 12 unidimen-sional target cards. Cognitive Development, 21, 377-382.

• Cowan, N. (2014). Working memory underpins cognitive development, learning and education. Educational Psychology Review, 26(2), 197-223.

• Diamond, A. (2009). All or none hypothesis: A global-default mode that characterizes the brain and mind. Developmental Psychology, 45, 130–138.

• Evangelista, R. (2013). Corporalidad y movimiento en los aprendizajes. Santiago de Chile, Chile: Ministerio de Educación.

• Gallahue, D.L., Ozmun, J.C. and Goodway, J. (2012). Understanding Motor Development: Infants, Children, Adolescents, Adults. New York: McGraw-Hill.

• García, A., Enseñat, A., Tirapu, J. and Roig, T. (2009). Maduración de la corteza prefrontal y desarrollo de las funciones ejecutivas durante los primeros cinco años de vida. Revista de Neurología, 48(8), 435-444.

• Gopnik, A. (2010). El filósofo entre pañales. Madrid: Temas de Hoy.

• Guillén, J.C. (2012). Funciones ejecutivas en el aula: una nueva educación es posible. Escuela con cerebro. Escuela con cerebro. Recuperado el 8 de febrero de 2018 de https://escuelaconcerebro.wordpress.com/2012/12/27/neuroeducacion-estrategias-basadas-en-el-funcionamiento-del-cerebro/

• Marina, J. A. (2015). ¿Qué son las funciones ejecutivas? Cuadernos de pedagogía, 455.

• Marina, J. A. and Pellicer, C. (2015). La inteligencia que aprende. Madrid: Santillana.

• Mateo, V. and Vilaplana, A. (2007). Estrategias de identificación del alumno inatento e impulsivo desde el contexto escolar. Quaderns Digitals, 5, 13-28.

• Perea, M. V. and Ladera, V. (2004). El tálamo: aspectos neurofuncionales. Revista de neurología, 38(7), 687-693.

• Posner, M. I. and Rothbart, M.K (2006). Educating the human brain. Washingtion D.C.: American pchological association.

• Yoldi, A. (2015). Las funciones ejecutivas: hacia prácticas educativas que potencien su desarrollo. Páginas de Educación, 8(1), 72-98.

The evaluation system is based on the following numerical chart:

0 - 4, 9	Suspense	(SS)
5,0 - 6,9	Approved	(AP)
7,0 - 8,9	Notable	(NT)
9,0 - 10	Sobresaliente	(SB)

The grade is made up of two components:

On-site final exam (60%). At the end of the semester, you need to assist a mandatory on-site final exam. You need to pass the final exam so the grade obtained from the assignments (continuous assessment) is summed up to the final grade of the subject.

Continuous assessment (40%): this type of assessment will be measured through the different assignments you need to complete during the course:

Remember that you can check the points (value) of each assignment in the weekly program.

Take into account that the sum of the grades of the assignments included in the continuous assessment is 6 points. You can do as many as you want to until a maximum grade of 4 points (which is the maximum grade you will be obtaining in the continuous assessment). In the weekly program, you can find the grade of each assignment.

Assessment method	Min - Max Score
Participation in forums, classes, etc.	0% - 40%
Task, practice cases and activities	0% - 40%
Self-evaluation test	0% - 40%
On-site final exam	60% - 60%

Manuel Jiménez López

Experiencia: Doctor en fisiología humana y de la actividad física y el deporte por la Universidad de Málaga, Máster en Investigación e Innovación en actividad física y deporte en la Universidad de Málaga, Graduado en Educación Física por la Universidad de Málaga. Profesor de la Facultad de Educación de Unir. Profesor de la escuela de medicina del deporte de la UMA, profesor del Máster en Investigación e Innovación en actividad física y deporte, investigador del proyecto del Consejo Superior de Deportes 03/10/10. Ha publicado varios trabajos en revistas como Psychoneuroendocrinology, physiology and behavior, journal of aging and physical activity. Conferenciante en congresos nacionales e internacionales sobre hormonas y conducta competitiva humana.

Studying online means you can organize your study as you wish, as long as you meet the due dates of the different assignments (activities, tasks and tests). In order to help you, we propose the following steps:

1. From our online platform you will have access to each of the subjects you are enrolled. Apart from this, the virtual classroom of Lo que necesitas saber antes de empezar (All you need to know before starting). In this section, you have available all the documents on how to use the different tools included in the virtual classroom, how a subject is organized and you will also have the possibility to organize your study plan with the tutor.
2. Do not forget to check the weekly program. You will see which part of the content of the course you have to work on every week. You will see which part of the content of the course you have to work on every week.
3. After knowing your work for the week, go to Temas in your virtual classroom. There, you will have access to the study material (theory and practice) from the unit you need to study throughout the week.
4. Start by reading the Key ideas of each unit, there you will find the specific study material and it will help you understand the most important points of the unit. Afterwards, check out the sections Specially Recommended and More Information where you will find more resources in order to deepen on the topic of the unit.
5. Devote some time to the practical cases and tasks in the subject (assignments and test). Remember that in your weekly program you find all the information related to the schedule for each assignment and the maximum grade you can obtain in each of them.
6. We strongly recommend you to participate in the Events of the course (online classes, forums...). To know the precise schedule of the events, you need to check the communications tools in the virtual platform. Your teacher and tutor will inform you on the updates of the course.

In the virtual classroom of Lo que necesitas saber antes de empezar (All you need to know before starting) you will always find available information on the structure of the units and information on their sections

Remember that in Lo que necesitas saber antes de empezar (All you need to know before starting) you can check how the different tools of the virtual classroom work: email, forum, online classes, sending the tasks, etc.