Universitat Internacional de Catalunya

Normal and Pathological Development in Early Childhood

Normal and Pathological Development in Early Childhood
4
12147
1
Annual
OB
Main language of instruction: Spanish

Other languages of instruction: Catalan, English

Teaching staff


Dra. BAGUR CALAFAT, Maria Caridad - cbagur@uic.es

The teaching staff will attend to all students who request it via email during scheduled hours.

Introduction

This subject covers different aspects, from how the human being develops at the intrauterine level, with emphasis on typical psychomotor development, the development of the growing musculoskeletal system, and which aspects may block this development, either due to disruption or malformation, as well as some pathologies derived from these alterations.
Knowledge of the neurophysiology of how the brain develops and the organization of the central nervous system (CNS) is essential to understand and detect warning signs of an injury that compromises postural control and psychomotor development. This knowledge forms the basis for understanding how the child, during growth, learns to control posture and functional movements, and which subsystems interfere with this learning.


Considering that psychomotor development encompasses all the abilities that the child acquires throughout childhood, together with the surrounding environment, it is also essential to understand how the child progresses in overall development, including play, cognition, sensory systems, and socio-affective systems.

Pre-course requirements

None established. 

Objectives

  1. Acquire basic training in embryology of the normal musculoskeletal system.

  2. Understand the causes and main pathologies derived from abnormal embryological development and how they influence motor development.

  3. To understand the fundamental principles of the psychosociology of family dynamics: to understand the family system, its cultural, economic, and organizational peculiarities, life cycles, etc.

  4. Understand the basic principles of psychopedagogy of learning and motivation applied to childhood.

  1. Know the psychomotor development milestones at different stages of early development, the principles of musculoskeletal remodeling during growth, and how motor activity or inactivity influences this development.

  2. Understanding how the family influences the creation of a suitable environment that fosters the healthy development of the child.

  3. Demonstrate basic knowledge of neurophysiology regarding movement control.

  4. To understand the anatomical and functional organization of the different levels of the CNS involved in motor control, the maturation of sensory systems, and cognition.

  5. Understand the clinical manifestations that occur in children when there is a possible injury at any level of the CNS.

  6. Influence of the environment, family and parenting styles on psychomotor development in early childhood and the stages of typical development.

  7. Understand the stages of play, its significance, and its effects on learning, interaction, language functions, etc.

  8. Understanding the conditions that favor or hinder development and the emotional and environmental aspects that influence the child's overall development.

  9. Acquire training in the main postural control disorders during childhood according to the primary injury or pathology.

  10. Acquire basic training on warning signs that may indicate possible psychomotor delay.

  11. Understanding how humans learn controlled movement, as well as the neurological, motor, and cognitive mechanisms that influence the learning of functional movement in childhood.

  12. Gain training on how different sensory systems influence posture and balance control.

  13. To know the parameters and assessment tests to detect and treat postural and balance disorders.

  14. To understand the anatomy and physiology of the cardiorespiratory system of the baby and child.

  15. Acquire training in recognizing respiratory sounds and detecting respiratory pathology.

Competences/Learning outcomes of the degree programme

Basic and General Competencies

CB8- Students should be able to integrate knowledge and face the complexity of making judgments based on incomplete or limited information, including reflections on social and ethical responsibilities related to the application of their knowledge and judgments.

CB10- Students should possess learning skills that allow them to continue studying in a largely self-directed or autonomous way.

Transversal Competencies

CT3 - Communicate both orally and in writing using correct scientific terminology in each specialization of physiotherapy and health sciences, in both national and international contexts.

CSpecific Competencies

CE1- Apply knowledge about the body's response to external and internal stimuli, understanding how these become harmful mechanisms, responses, and/or repair processes.

CE6 - Redesign and adapt physiotherapy treatment by analyzing the evolution of results obtained from therapy concerning established objectives and outcome criteria.

CE7 - Stay updated and expand knowledge on child development, learning, and motor control, as well as pathologies, diagnostic processes, and therapeutic strategies presented by the scientific community.

Learning outcomes of the subject

The student:

  • Understands the physiology and pathophysiology of the development of the nervous system and the musculoskeletal system at different stages of maturation. 

  • Identifies the influence of neuromusculoskeletal development on balance acquisition and postural and movement control in children. 

  • Relates physical, emotional, family, and social environmental factors to psychomotor development in children. 

  • Analyze the possibilities for intervention in a child's development based on their individual environment.

Syllabus

Normal development

  • Fetal and infant development

    • Mechanisms of prenatal malformation, disruption, and deformation

    • Congenital malformations and deformities

  • CNS development and neuromotor plasticity

    • Experience, skill practice, and brain development

    • Clinical manifestations of upper motor neuron injury

    • Functional effects of neuronal alterations and subsequent CNS adaptations

  • Psychomotor Development and Early Detection

    • Techniques for clinical assessment of the neonatal nervous system

    • Stages of psychomotor development and prediction of neuromotor impairment

    • Subsystems influencing development and detection and prognosis methods

    • Comprehensive perspective of motor activity and psychological-emotional functioning

Development of Postural Control and Balance in Childhood

  • Muscular, neuromuscular, musculoskeletal, and sensory factors influencing postural control and balance development in childhood

  • Advances in neuroscience applied to movement control and learning

  • Influence of visual, vestibular, and somatosensory systems on postural control

  • Neural and non-neural mechanisms influencing controlled movement

Areas Related to Early Childhood Development

  • Interdisciplinary and transdisciplinary teams in early intervention and childcare

  • Coordination with different healthcare areas: healthcare, education, social services

  • Effects of the child's interaction in different environments

  • Growth and development of the body systems necessary for movement

  • Effects of parenting practices in different cultures on psychomotor development, language, communication, cognition, and personality

 

Teaching and learning activities

In person



Teaching Methodology

  • LM - Lecture Method
  • MC - Case Method
  • REP - Problem solving and exercises
  • CA - Learning contract

Learning Activities

 

Hours

Attendance (%)

CT - Theory Classes

30

100%

CP - Practical Classes

10

100%

AAP - Self-learning activities

20

0%

EI - Independent study

40

0%

 

 

Evaluation systems and criteria

In person



Since the course has a theory-practical nature, a minimum attendance of 80% of classes is required to pass the course. 

In this case, the assessment will consist of a narrative record, compiled by the student, on a chosen topic. This record will then be compiled into a final written report summarizing all of these entries.

The assessment activity will consist of:

  1. The development of a clinical case of the student's choosing, which must encompass the content of this course. This may be a real clinical case (respecting data confidentiality), or a clinical scenario developed entirely by the student. Students will have access to guidelines and requirements for this assignment on the subject's Moodle platform. This assignment will account for 70% of the final grade, provided the grade is higher than 5.0.

  2. The teaching staff will record a grade for each seminar based on the student's participation and engagement in the classroom activities. This record will account for 30% of the final grade.

Bibliography and resources

  • Fisioterapia en pediatría. Maria Lourdes Macias Merlo[JF1], Joaquin Fagoaga[JF2] Mata. Editorial Médica panamericana. 2018. 2ª Edición. ISBN: 9788491102120

  • Prácticas de atención temprana centradas en la familia y en entornos naturales. Autor: Escorcia Mora, Caludia Tatiana; Rodríguez García, Lidia. UNED 2019. ISBN: 9788436275483

  • Physical Therapy for Children. Campbell S, Robert Palisano, Margo Orlin, Joseph Schreiber. Elsevier 2023. 6th  Edition. ISBN: 9780323797962

  • Control motor: de la investigación a la práctica clínica. Anne Shumway-Cook, Marjorie Woollacott. Wolters Kluwer, 2019.  Edición: 5ª ed. ISBN: 9788417370855

  • Early Detection and Early Intervention in Developmental Motor Disorders: From Neuroscience to Participation. Mijna Hadders-Algra. London: Mac Keith Press, 2021. Hardback. ISBN: 9781911612438

  • The Identification and Treatment of Gait Problems in Cerebral Palsy. 2nd Edition, 180-181. James R. Gage, Michael H. Schwartz , Steven E. Koop ,Tom F. Novacheck. Hardcover. July 2009

  • Cerebral palsy. from diagnosis to adult life. Ronsenbaum, P.  Rosenbloom, L. 2012. WILEY

  • Management of the Motor Disorders of Children with Cerebral Palsy, 2nd Edition. David Scrutton, Diane Damiano, Margaret Mayston. Hardcover. February 2007

  • Postural Control: A Key Issue in Developmental Disorders. Mijna Hadders-Algra, Eva Brogen Carlberg. Paperback. October 2008, Wiley-Blackwell

  • Physiotherapy and Occupational Therapy for People with Cerebral Palsy: A Problem-Based Approach to Assessment and Management. Karen Dodd, Christine Imms , Nicholas F. Taylor.Paperback. January 2010, Wiley-Blackwell

  • Physical Rehabilitation 6th Edition. by Susan B. O'Sullivan, Thomas J. Schmitz T , George Fulk . ISBN-13: 978-0803625792

  • Positioning for Play: Interactive Activities to Enhance Movement and Sensory Exploration.  Rachel B Diamant. ISBN-13: 9781416404316

  • Therapeutic Exercise in Developmental Disabilities.  Barbara H Connolly. ISBN-13: 9781556426247

  • -The Clinical Practice of Pediatric Physical Therapy: From the NICU to Independent Living. by Mark Drnach. ISBN-13: 9780781790635

 

Useful links related to physiotherapy in pediatrics and disability 

Print version