Official University Master in early care. RUCT 4318356

Early care is defined as the set of interventions aimed at the student population, their family and their environment, which aim to respond as soon as possible to the transitory or permanent needs presented by children with disorders in their development or who have the risk of suffering them, as indicated by the White Paper of Early Care prepared by the Royal Board of Trustees on the disability of the Ministry of Labor and Social Affairs. This White Paper of Early Care was first published in the year 2,000 and has required the elaboration of 3 editions and the distribution of 8,500 copies, as a sign of the high demand that exists on the subject today. The data included in this memory have been extracted from the 3rd edition of the White Paper of Early Care, in 2005

Basic competences - possess and understand knowledge that contributes a basis or opportunity to be original in the development and/or application of ideas, often in a research context. - That students know how to apply the knowledge acquired and their capacity to solve problems in new or little known environments within broader (or multidisciplinary) contexts related to their study area. - That students are able to integrate knowledge and face the complexity of formulating judgments from information that, being incomplete or limited, includes reflections on social and ethical responsibilities linked to the application of their knowledge and judgments. - That students know how to communicate their conclusions and the latest knowledge and reasons that support specialized and non -specialized audiences in a clear and unambiguous way. - That students have the learning skills that allow them to continue studying in a way that will be largely self-directed or autonomous. General competences - Integrate existing early care models into the educational context. - Establish evaluation and intervention tools at early care. - Incorporate the family into the work of early care. - Organize early attention within the multidisciplinary team. - Plan the design and organization of early care in the educational context. Specific competences - Synthesize current early systems and models in the educational context. - Compile and review scientific information, critically and autonomously, in relation to early care and the design of effective interventions. - Relate the characteristics of childhood disorders with the evaluation and intervention process in early care. - Formulate the criteria for the application of early care procedures. - Establish evaluation and diagnosis procedures for early care. - Design methods and intervention tools at early care. - Apply specific family environment evaluation techniques for work in early care. - Design, from empirical data, guidance and advice plans for early care in the family environment. - Plan specific intervention strategies of early care in autistic spectrum disorders. - Structure and coordinate the work of early care in a multidisciplinary team. - Plan and organize evaluation and intervention programs in the educational context. - Apply the knowledge acquired in the Master to develop, expose and defend a work in the area of early care.

Basic competences - possess and understand knowledge that contributes a basis or opportunity to be original in the development and/or application of ideas, often in a research context. - That students know how to apply the knowledge acquired and their capacity to solve problems in new or little known environments within broader (or multidisciplinary) contexts related to their study area. - That students are able to integrate knowledge and face the complexity of formulating judgments from information that, being incomplete or limited, includes reflections on social and ethical responsibilities linked to the application of their knowledge and judgments. - That students know how to communicate their conclusions and the latest knowledge and reasons that support specialized and non -specialized audiences in a clear and unambiguous way. - That students have the learning skills that allow them to continue studying in a way that will be largely self-directed or autonomous. General competences - Integrate existing early care models into the educational context. - Establish evaluation and intervention tools at early care. - Incorporate the family into the work of early care. - Organize early attention within the multidisciplinary team. - Plan the design and organization of early care in the educational context. Specific competences - Synthesize current early systems and models in the educational context. - Compile and review scientific information, critically and autonomously, in relation to early care and the design of effective interventions. - Relate the characteristics of childhood disorders with the evaluation and intervention process in early care. - Formulate the criteria for the application of early care procedures. - Establish evaluation and diagnosis procedures for early care. - Design methods and intervention tools at early care. - Apply specific family environment evaluation techniques for work in early care. - Design, from empirical data, guidance and advice plans for early care in the family environment. - Plan specific intervention strategies of early care in autistic spectrum disorders. - Structure and coordinate the work of early care in a multidisciplinary team. - Plan and organize evaluation and intervention programs in the educational context. - Apply the knowledge acquired in the Master to develop, expose and defend a work in the area of ​​early care.

The university master's degree in early care enables students to evaluate children to show alterations in their development with the aim of determining whether they are candidates for an early care program. They will also be trained to develop an early care program based on the development deficit presented by the child. Students will have comprehensive working skills in a multidisciplinary team and taking as reference the family environment of the child. The student will receive a degree as a university master's degree at an early care from the Antonio de Nebrija University with 60 ECTS credits.

Early care is defined as the set of interventions aimed at the student population, their family and their environment, which aim to respond as soon as possible to the transitory or permanent needs presented by children with disorders in their development or who have the risk of suffering them, as indicated by the White Paper of Early Care prepared by the Royal Board of Trustees on the disability of the Ministry of Labor and Social Affairs. This White Paper of Early Care was first published in the year 2,000 and has required the elaboration of 3 editions and the distribution of 8,500 copies, as a sign of the high demand that exists on the subject today. The data included in this memory have been extracted from the 3rd edition of the White Paper of Early Care, in 2005

This training is included within the scope of the official formation regulated in Spain, complying with all the requirements established by the corresponding educational authorities. This training is officially recognized and its validity is guaranteed by the educational institutions and relevant regulatory agencies. As it is an official training, it is directly applicable and valuable in selection processes, work bags, opposition competitions, as well as in professional promotion within the public and private sphere.