Program Presentation

The Master in Neuroeducation and Early Childhood Care is a multidisciplinary program with a professionalizing approach which main objective is providing students with a deep and applied understanding of the neurocognitive processes underlying children's learning and development.

This program provides the necessary tools to design and implement educational and early intervention strategies based on scientific evidence, with the objective of optimizing the integral development of children.

Through a critical and reflective approach, our program has the following purposes to prepare students to:

Integrate up-to-date knowledge: To provide solid training in contemporary theories and innovative practices in neuroeducation and early care, facilitating a deep understanding of human development and its educational implications.
Apply psychoeducational actions: To provide skills to identify and respond effectively to diverse educational needs, through evidence-based interventions adapted to specific contexts.
Develop critical thinking and transfer skills: To foster the critical ability to evaluate educational contexts and situations, and to transfer academic knowledge to professional practice in an ethical and effective manner.
Design educational materials and programs: To train students in the design and development of educational materials and intervention programs, in accordance with the accurate assessment of educational needs and objectives.
Select appropriate intervention techniques: To train students in the selection and application of appropriate psychoeducational intervention techniques to achieve educational and personal development objectives.
Promote prevention and intervention strategies: To organize preventive and intervention strategies that foster the integral development and optimal learning of all individuals in diverse educational environments.
Intervene in an ethical and reflective manner: To train students to intervene effectively with diverse agents and in different educational contexts, while maintaining an ethical commitment and ongoing critical reflection, in accordance with current professional and regulatory standards.

Who is the programme for?

The Master in Neuroeducation and Early Childhood Care is aimed at professionals and graduates interested in understanding the neurocognitive processes that underpin child learning and development, and in applying this knowledge to educational practice and early intervention. Its multidisciplinary and evidence-based approach makes it a key program for those seeking to promote a more effective, inclusive form of education centered on human development.

Professionals in the educational field
The program is ideal for early childhood and elementary school teachers, special education specialists, guidance counselors, and pedagogical technicians who wish to design educational strategies aligned with children's neurocognitive development, promoting meaningful learning and inclusive environments.
Psychologists and psychopedagogues
It is aimed at professionals who work in assessment, intervention and support of child development, providing them with tools to identify educational needs, design evidence-based interventions, and collaborate effectively with families and schools.
Child health professionals
The Master's Degree provides an interdisciplinary perspective for speech-language pathologists, occupational therapists, pediatric physical therapists, speech therapists, and pediatric physicians, allowing them to integrate knowledge of neurodevelopment and educational strategies into their clinical and preventive work.
Specialists in social and community intervention
It is also designed for social workers, social educators, and professionals involved in family support or child care programs who seek to strengthen their capacity for early detection, prevention, and intervention in vulnerable contexts
Educational managers and program designers
The skills acquired are especially valuable for those who lead educational projects, coordinate teams, or participate in pedagogical innovation, curriculum design, and the development of educational materials aimed at integral development.
Recent graduates in related fields
The program is an opportunity for graduates in education, psychology, pedagogy, health sciences, or social sciences who wish to specialize in a growing field with high professional demand.

Diploma

Successful completion of the Program will lead to the award of the degree of MASTER IN NEUROEDUCATION AND EARLY CHILDHOOD CARE, issued by the University in which the student is enrolled.

Program Structure

The Master in Neuroeducation and Early Childhood Care consists of 90 credits distributed into six modules. The distribution of the modules is described in the following table:

MODULE	CREDITS
1^st: Neuroscientific Fundamentals	18
2^nd: Neuroscience and Neurodidactics Applied to Education	12
3^rd: Neurodevelopmental Disorders	30
4^th: Therapeutic and Educational Interventions	12
5^th: Practicum	8
6^th: Final Project	10
TOTAL	90

a. The equivalence in credits may vary according to the university that issues the degree. One (1) ECTS (European Credit Transfer System) credit is equivalent to 25 hours. If the student is enrolled in a university that does not belong to the European Higher Education Area (EHEA), the relation between credits - hours may vary.

Duration

The duration of the program varies between 12 and 24 months, depending on the student's dedication. During this period, the student must have successfully passed all the corresponding evaluations as well as the Final Project.

Objectives

Learning Objectives

Train professionals to acquire a deep and applied understanding of the neurocognitive processes involved in children's learning and development, and to develop the necessary skills to assess, design, and implement, through an interdisciplinary approach, educational strategies and early interventions grounded on scientific evidence that support the cognitive, emotional and social development of children in inclusive educational and therapeutic settings.

Learning Outcomes

Integrate updated knowledge: Provide solid training in contemporary theories and innovative practices in neuroeducation and early care, facilitating a deep understanding of human development and its educational implications
Apply psychoeducational actions: Provide skills to identify and respond effectively to diverse educational needs, through evidence-based interventions adapted to specific contexts
Develop critical and transfer capacity: Foster the critical ability to evaluate educational contexts and situations, and to transfer academic knowledge to professional practice in an ethical and effective manner.
Design educational materials and programs: Train students in the design and development of educational materials and intervention programs, in accordance with the accurate assessment of educational needs and objectives.
Select appropriate intervention techniques: Train students in the selection and application of appropriate psychoeducational intervention techniques to achieve educational and personal development objectives.
Promote prevention and intervention strategies: Organize preventive and intervention strategies that foster holistic development and optimal learning for all individuals in diverse educational settings.
To intervene in an ethical and reflective manner: Prepare students to intervene effectively with diverse agents and in different educational contexts, while maintaining an ethical commitment and constant critical reflection, in accordance with current professional and regulatory standards.

Career Opportunities

Professionals who successfully complete the program will be able to exericse their profession as:

Neuroeducators/a
Orientador/a o asesor/a psicopedagógico/a
Specialists in child neuropsychological assessment and intervention
TND Intervention Designers
Specialists in educational innovation
Teacher trainer in neuroscience and education
Researchers in neuroscience, education or child development
Consultants for international organizations

Study Plan

The curriculum of the Master in Neuroeducation and Early Childhood Care is structured into six blocks or modules comprising 14 subjects:

MODULE 1: NEUROSCIENTIFIC FUNDAMENTALS

The Neuroscientific Fundamentals module provides a comprehensive overview of the anatomical and functional organization of the brain. It delves into brain plasticity and the interaction between genetics, epigenetics, and environment as the foundations of human development. The module addresses the principles of neural communication and the processes that regulate emotional responses and maturation. It also introduces the neurobiological foundations of behavior and its relation to learning and skill acquisition.

MODULE 1: NEUROSCIENTIFIC FUNDAMENTALS
#	SUBJECTS
1	Biological and Functional Foundations of the Brain (CNS)
2	Basic Neuropsychology

MODULE 2: NEUROSCIENCE AND NEURODIDACTICS APPLIED TO EDUCATION

The Neuroscience and Neurodidactics Applied to Education module integrates an evidence-based approach to understanding how the brain learns in the classroom, connecting memory, attention, emotion, and motivation to student performance and engagement. It incorporates variables such as stress, sleep, nutrition, and environment as guides in the creation of healthier and more effective learning environments, and draws on principles such as neuroplasticity and multisensory learning to design inclusive and meaningful experiences. Furthermore, it articulates these fundamentals with active methodologies and with formative assessment, self-assessment and feedback, promoting an ethical and inclusive educational practice.

MODULE 2: NEUROSCIENCE AND NEURODIDACTICS APPLIED TO EDUCATION
#	SUBJECTS
1	Neuroscience in the Educational Context
2	Active Methodologies and Neuroeducation

MODULE 3: NEURODEVELOPMENTAL DISORDERS

The Neurodevelopmental Disorders module synthesizes the main conditions that impact learning and school adjustment, connecting their neurobiological foundations with specific educational needs. The module integrates the approach to ASD, ADHD, intellectual disability and communication disorders, emphasizing the detection of signs, the understanding of profiles and the design of inclusive supports and interventions. In addition, it incorporates the use of neuropsychological assessment tools to guide educational decision-making, prepare reports, and propose appropriate recommendations, from an ethical and person-centered approach.

MODULE 3: NEURODEVELOPMENTAL DISORDERS/th>
#	SUBJECTS
1	Autism Spectrum Disorder (ASD)
2	Attention Deficit and Hyperactivity Disorders (ADHD)
3	Intellectual Disability
4	Communication Disorders
5	Neuropsychological Assessment Instruments in Neurodevelopmental Disorders

MODULE 4: INTERVENTIONS IN THERAPEUTIC AND EDUCATIONAL SETTINGS

The module Interventions in Therapeutic and Educational Settings focuses on transferring assessment into the design of intervention plans tailored to child and adolescent development, integrating neuropsychological assessment and rehabilitation as a foundation for identifying needs, guiding objectives, and monitoring progress. It also incorporates psychomotor skills as a key component to understand how motor development impacts attention, learning, and emotional regulation, and to plan programs that use movement, play, and sensory stimulation as educational support tools. Taken together, the module integrates assessment procedures and intervention proposals applicable to both the classroom and therapeutic setting, with a practical, individualized approach focused on student well-being and participation.

MODULE 4: INTERVENTIONS IN THERAPEUTIC AND EDUCATIONAL SETTINGS
#	SUBJECTS
1	Neuropsychological Evaluation and Rehabilitation of Child and Adolescent Development
2	Psychomotor Skills and Learning: Assessment and Intervention

MODULE 5: PRACTICUM

The Practicum module integrates the learning acquired throughout the program and applies it to solve professional problems in a simulated work environment, transferring neuroeducational principles to educational or therapeutic settings, and designing personalized interventions with an inclusive approach and ethical commitment. In addition, it organizes the work in deliverables that demonstrate professional competence: solution to a critical situation (E1), case study (E2), information resource with applied questions (E3) and reflective report (E4), strengthening resource search skills, decision-making and reflection on practice.

MODULE 5: PRACTICUM
#	SUBJECTS
1	Extracurricular Work Placement

MODULE 6: MASTER'S FINAL PROJECT

The Master's Final Project module culminates the program through the independent completion of a project that integrates the knowledge and skills acquired in the master's degree and applies them to a relevant topic in the field, with clear objectives and an appropriate research methodology in neuroeducation. The project is presented in a written report of primarily applied and practical orientation, also incorporating a review of the state of the field and theoretical foundations, and it is developed under the guidance of a director, with tutorials supported by virtual campus resources. The assessment is composed of the MFP Report (80%) and Oral Defense (20%), reinforcing the ability to argue and defend the work completed.

MODULE 6: MASTER’S FINAL PROJECT
#	SUBJECTS
1	Master’s Final Project

Description of the Subjects

BIOLOGICAL AND FUNCTIONAL FOUNDATIONS OF THE BRAIN (SNC)

The Evolutionary Origin of the Brain. The Brain as Part of the Nervous System. Neurons, Neurotransmitters, and Neural Networks. Genes and Learning. Plasticity and Epigenetics. Anatomy and Functional Morphology of the Brain. The Formation of the Brain: from Conception to Adulthood.

BASIC NEUROPSYCHOLOGY

Historical Approach to Current Neuropsychology. Neuropsychology of Attention. Neuropsychology of Memory. Neuropsychology of Language. Executive Functions. Apraxias. Agnosias.

EARLY CHILDHOOD DEVELOPMENT: FROM 0 TO 6 YEARS OLD

Neuropsychological Foundations of Child Development. Basic Theoretical Models of Developmental Psychology. Sensory and Motorskill Development in Early Childhood. Cognitive and Language Development. Socioemotional Development and Affective Regulation. Risk Factors and Warning Signs in Child Development. Evaluation of Child Development. Neuroeducational Interventions and Strategies in Early Childhood. Role of the Family and the Environment in Child Development.

NEUROSCIENCE IN THE EDUCATIONAL CONTEXT

Fundamentals of Neuroscience Applied to Education. Key Cognitive Processes in Learning. Brain Development and its Educational Implications. External Factors Affecting Learning. Application of Neuroscience-Based Strategies in the Classroom. Assessment of Learning from a Neuroscientific Perspective. Socioemotional Skills and the Brain. Neuroeducation and Diversity in the Classroom. Integration of Neuroscience in Active Methodologies. Ethics and Neuroscience in Education.

ACTIVE METHODOLOGIES AND NEUROEDUCATION

Introduction to Active Methodologies in Education. Neuroscientific Foundations of Learning and Neuroeducation. Design and Implementation of Neuroeducational Strategies in Active Methodologies. Adaptation of Active Methodologies for Inclusion and Diversity. Evaluation in Active Methodologies. Integration of Socioemotional Learning in Active Methodologies. Use of Technologies in the Framework of Active Methodologies.

AUTISM SPECTRUM DISORDER (ASD)

Neurobiological and Etiological Foundations of ASD. Cognitive and Behavioral Characteristics in ASD. Neuropsychological Assessment in ASD for the Educational Setting. Current Conceptualization of Autism Spectrum Disorders. From DSM-IV-TR to DSM 5 and ICD-11. Theoretical Explanatory Models of Autism Spectrum Disorders. Diagnosis and Assessment of Autism Spectrum Disorders. Evidence-Based Educational Interventions for Students with ASD. Development and Evaluation and Monitoring of Interventions for Students with ASD. Scientific Advances and New Perspectives in the Study of ASD.

ATTENTION DEFICIT AND HYPERACTIVITY DISORDERS (ADHD)

Introduction to ADHD and Neurodevelopmental Disorders. Neurobiological Basis and Etiology of ADHD. Symptomatology and Diagnosis of ADHD. Cognitive and Behavioral Characteristics in ADHD. Neuropsychological and Educational Evaluation of ADHD. Neuroeducational Strategies for ADHD Care in the Classroom. Behavior Modification Techniques and Socioemotional Skills Development. Interdisciplinary Collaboration and Counseling for Families and Teachers. Case Studies and Best Practices in ADHD Intervention.

INTELLECTUAL DISABILITY

Introduction to Intellectual Disability. Neurobiological Foundations and Etiological Factors. Cognitive and Emotional Development in Persons with Intellectual Disabilities. Neuropsychological and Educational Evaluation. Neuroeducational Interventions in Intellectual Disability. Assistive Technology and Adaptive Resources. Ethical and Inclusive Perspective on Intellectual Disability. Current Models and Good Practices in Inclusive Education.

COMMUNICATION DISORDERS

Neurobiological and Cognitive Foundations of Communication. Introduction to the Neuropsychology of Language. Language Development and Acquisition. Classification and Typology of Language Disorders. Etiology and Risk Factors of Language Disorders. Neuropsychological Evaluation of Language Disorders. Evidence-Based Interventions in Language Disorders. Ethical and Inclusionary Aspects of Language Impairment Care.

NEUROPSYCHOLOGICAL ASSESSMENT INSTRUMENTS IN NEURODEVELOPMENTAL DISORDERS

Introduction to Neurodevelopmental Disorders. Diagnosis of Neurodevelopmental Disorders According to DSM-5 and ICD-11. Fundamentals of Neuropsychological Assessment in Neurodevelopmental Disorders. Neuropsychological Evaluation Instruments. Evaluation Protocols and Application of Instruments. Interpretation of Neuropsychological Results. Neuropsychological Report Writing. Intervention Planning Based on Neuropsychological Assessment.

NEUROPSYCHOLOGICAL ASSESSMENT AND REHABILITATION OF CHILD AND ADOLESCENT DEVELOPMENT

Introduction to Neurodevelopmental Disorders. Diagnosis of Neurodevelopmental Disorders according to DSM-5 and ICD-11. Fundamentals of Neuropsychological Assessment in Neurodevelopmental Disorders. Neuropsychological Evaluation Instruments. Evaluation Protocols and Application of Instruments. Interpretation of Neuropsychological Results. Neuropsychological Report Writing. Intervention Planning Based on Neuropsychological Assessment.

PSYCHOMOTOR SKILLS AND LEARNING: ASSESSMENT AND INTERVENTION

Management

Faculty Leadership

Dr. Ángel Olider Rojas Vistorte. Clinical psychologist and university professor with a solid background in teaching, research, and academic coordination. Doctor in Psychiatry and Medical Psychology from the Universidad Federal de São Paulo. Has worked in Cuba, Brazil, and Spain in undergraduate, masters, and doctoral programs in clinical psychology, neuropsychology, and health psychology. Coordinates the Master's Degree in Neuropsychology and leads research projects on mental health stigma, predictors of psychotic disorders, and validation of psychometric scales. Has been a researcher at the Brazilian Institute of Pharmacological Practice (BIPP) and a collaborator at the WHO for the development of the ICD-11 in mental health. Lines of work include neuroscience, psychopharmacology, social and legal psychology, history of psychology, and basic processes. Has numerous publications in indexed journals, book chapters, and international papers.

Teaching staff and Authors

Dr. Juan Luis Martín Ayala. Academic Director of the Psychology Degree at the Universidad Europea del Atlántico. Director of the International Chair in Psychological Development, Family and Education. Doctor in Psychology from the Universidad del País Vasco, Spain. Master's Degree in Mental Health from the Universidad de Deusto, Spain. Expert in Family Mediation. Author and co-author of numerous books, book chapters, and research articles in the field. Extensive participation in international congresses on development and education.
Dra. Carla Álvarez Ferradas. Associate Professor at the Universidad Europea del Atlántico, Faculty of Health Sciences. Has a degree in Biology with a Specialty in Neurobiology and a Doctorates in Neuroscience from the Universidad de Valparaíso. Has extensive university teaching experience in Spain and Chile in health care degrees. Has developed research and postdoctoral activities in neuroscience centers. Participates in competitive biomedical research projects. Author of scientific publications in international indexed journals. Profile integrates university teaching, neuroscience research, and advanced academic training.
Dra. Esther Setién Suero. Associate Professor at the Universidad Europea del Atlántico, Faculty of Health Sciences. Has a degree in Psychology, a Master in Initiation to Research in Mental Health, and a Doctorates in Medicine and Health Sciences from the Universidad de Cantabria. Has an extensive research career in institutions such as IDIVAL, CIBER, and Spanish universities. Has participated in numerous national and international competitive projects in mental health. Author and lead author of a large number of high impact scientific publications. Presents results at specialized international congresses. Activities combine university teaching, biomedical research and knowledge transfer.
Dr. Erislandy Omar Martínez. Academic Tutor in the area of Psychology and HR at UNINI (Mexico). Professor in postgraduate programs at the Universidad Europea del Atlántico. Holds a Doctorates in Psychological Sciences from the University of Havana, an MSc in Clinical Psychology, and a BA in Psychology with Summa Cum Laude distinction. Career includes more than 15 years of teaching, research, and clinical practice in neuropsychology, cognitive psychology, and psychopathology. Former Director of the Center for Neuroscience Studies and Image and Signal Processing in Cuba. Has participated in national and international projects on neurocognition, dementia, AI applied to neuroscience, and digital health. Scientific publications include more than 40 articles in indexed journals, book chapters, and papers in international congresses. Has received awards such as the National Health Psychology Award and the Annual Health Award in Cuba.
Dra. Yanetsy Rodríguez Abreu. Doctor in Medical Sciences, Bachelor's Degree in Psychology and Master's Degree in Educational Guidance, with a consolidated career in clinical psychology, neuropsychology, and health psychology. Has worked as a university professor at undergraduate and postgraduate levels in various subjects in the psychological and health areas. Has extensive research experience in disability, family health, aging, and neurocognition. Has participated in national and international research projects in health and technology applied to the elderly. Has numerous scientific publications in indexed journals and book chapters. Has presented papers at national and international congresses. Develops tutorials for diploma projects and research projects. Integrates clinical practice with teaching and research. Academic work stands out for its interdisciplinary and community approach.
Dra. (c) Vanessa Yélamos Torres. Doctoral candidate in Psychology at the Universidad Internacional Iberoamericana, with a line of research on the influence of positive parenting on bullying and cyberbullying victimization of high school students in Spain. Bachelor's Degree in Psychology from the Universidad de Barcelona. Master's degree in Systemic Coaching (U. Autónoma de Barcelona) and Master's degree in Integral Coaching (Instituto Superior de Coaching de Barcelona). Training in family constellations. Collaboration in educational projects aimed at families for the development and strengthening of parenting skills that foster positive parenting. Complementary training in virtual environments.
MSc. Nancy Murillo García. Research personnel in predoctoral training at the Marqués de Valdecilla Foundation, within the Marqués de Valdecilla Research Institute. Has a degree in Psychology, a Master's degree in Neuropsychology and in Initiation to Research in Mental Health, and a Doctorates in Molecular Biology and Biomedicine from the Universidad de Cantabria. Research focuses on neuropsychology and psychological assessment in psychosis. Has participated in national and regional competitive projects in mental health. Research visits to the Universidad de Barcelona and at the Ludwig-Maximilians-Universität in Munich. Author of multiple scientific publications in high impact journals. Actively participates in national and international conferences and research networks in cognitive science.
Ms. Rosa María Campos Carmona. Master's Degree in General Health Psychology from the Universidad de Sevilla (Spain). Bachelor's degree in Psychology from the Universidad de Sevilla (Spain). Specialized training as a resident in the specialty of clinical psychology in different units and centers of the Puerta del Mar University Hospital in Cadiz (Spain). Professional experience in the treatment, evaluation and psychological monitoring in different health centers dedicated to Rehabilitation, Psychology, Pedagogy, Speech-Language Pathology, Social Integration, both public and private in Andalusia (Spain). During undergraduate and graduate studies, participated in the group of the Faculty of Psychology of the Universidad de Sevilla dedicated to the study of neuropsychological care and rehabilitation in patients with multiple sclerosis, as well as in strategies to deal with Burnout syndrome in teachers. Complementary training in Fundamentals of Systemic Family Therapy accredited by the General Directorate of Research and Knowledge Management of the Ministry of Health of the Andalusian Regional Government.
Ms. Pablo Rodríguez Merinhos. Interuniversity Master in Initiation to Research in Mental Health by the University of Cadiz (Spain), Universidad de Barcelona (Spain), Universidad Complutense de Madrid (Spain), Universidad Autónoma de Barcelona (Spain). Medical Degree from the Universidad de Cádiz (Spain). Systemic Family Therapist from the Escuela Caleidoscopio (Spain). Since 2018, has been working as a Resident Intern in Psychiatry at the Hospital Universitario Puerta del Mar de Cádiz (Spain), where working in Community Mental Health as well as in Hospitalization Unit. Teaches seminars at the Universidad de Cádiz in the subject of Psychiatry and is a clinical tutor in university internships at the Hospital Universitario Puerta del Mar de Cádiz (Spain).

FUNIBER Training Scholarships

The Iberoamerican University Foundation (FUNIBER) allocates periodically an extraordinary economic item for FUNIBER Training Scholarships.

To apply, please fill out the information request form that appears in the web of FUNIBER or contact directly the Foundation’s headquarters in your country that will inform you if you need to provide some additional information.

Once the documentation is received, the Evaluation Committee will determine your application's eligibility for the FUNIBER Training Scholarship.