Master's Degree in Early Childhood: Perspectives and Lines of Intervention

Academic year 2021-22

See the pre-registration, admission and registration deadlines for the 2021-22 academic year for this master's programme.
You can use the following link to view other deadlines.
You can also consult this information for the academic year 2020-21.

General information about Master's theses

The Master's Thesis (TFM) comprises the production of an original academic work specifically written for this purpose, where students must individually apply the skills acquired throughout the programme under the supervision of one or more tutors. Depending on the profiles for each curriculum, the thesis shall enable the assessment of students' professional, educational and/or initial research abilities.

The information below covers each of the stages in TFM academic and administrative management in accordance with the Agreement of the Centre for Postgraduate Studies Management Committee whereby the internal regulations for writing and assessing master's theses at the University of the Balearic Islands are approved and which came into force in the 2020-21 academic year.

Master's Thesis Registration

Students must register for the TFM subject within the registration or extended registration deadlines set by the CEP before being able to move on to the next stages in the process. In turn, each degree may set the conditions and requirements to be fulfilled by students for registration on the TFM (where applicable, these requirements shall be stated in the TFM course guide and in the specific information section for each programme).

The maximum number of registrations to pass the TFM subject is four, plus one additional registration which shall be granted by the Centre for Postgraduate Studies management team upon approval by the master's supervisory team.

Where the viva defence of the master's thesis cannot be held in the same academic year as the initial registration year, an annual and consecutive registration may be granted for academic tutoring to undertake the viva defence. The registration for academic tutoring shall count as a second registration and, where students do not pass the TFM after the tutoring period, any subsequent re-registrations shall count as ordinary registrations.

In any event, where students undertake the TFM viva defence and are given a fail mark, they must request an ordinary re-registration and cannot request a registration merely for academic tutoring.

Assigning Proposals and Tutors

Each programme shall publish the list of proposals or general areas where students registered for the programme TFM may undertake their work. The proposals or areas shall state one or several lecturers who can act as tutors.

The proposals shall be assigned in line with the procedure established for each programme (where applicable, this procedure shall be included in the specific information section for each programme) and it is the responsibility of all tutors to ensure the academic quality of the TFMs.

Registration of the Master's Thesis Project

Registering for the TFM represents a learning contract between students and the tutor(s).

Once the TFM proposal is assigned to students, they shall formalise the registration of their master's thesis project within the deadlines set for each degree programme (please see the specific information section for the programme) via the following application: https://postgrau.uib.es/tfm which enables students to monitor their request.

Please bear in mind that the registration application should:

  • State the provisional project title (without the use of capital letters except where necessary)
  • State the tutor(s) name and surname(s), as well as their correct e-mail address (this should be checked carefully as this is the communication method where tutors shall accept tutoring of the TFM to finalise registration of the project)
  • Include an attached thesis script in PDF format not surpassing 100MB.

Submission of the Master's Thesis

TFM submission is deemed to be a thesis assessment request made by students.

The TFM may be submitted within the deadlines set for each programme (please see the specific information section for each programme) as long as the students' registration application has been accepted and they have paid the registration and admin fees.

Submission comprises a two-step process. Firstly, students must submit an assessment request over the following application: https://postgrau.uib.es/tfm, where they will be able to monitor the entire process. 

You need to take the following into account when filling in the form:

  • The thesis report must be attached in PDF format as per the regulations set for each programme (and not surpass 100MB in size)
  • The thesis cover must follow the format for the TFM cover established for UIB master's programmes
  • Where the thesis contains appendices in other formats (audio, video, etc.) that cannot be included in the PDF report, these shall also be attached to the electronic request form
  • Students must also fill in the TFM distribution licence to state whether they accept their work being available as open access or not in the institutional repository for public consultation.

The second necessary step to complete TFM submission comprises depositing the thesis in PDF format (in exactly the same manner as mentioned in the previous point) in the task section that the TFM supervisor has enabled for this purpose in the programme's TFM subject area on Aula Digital. The thesis shall be checked through plagiarism detection tools and a report produced and made available to each tutor and panel member when accepting the TFM submission, as well as in the assessment process by the panel. 

Master's Thesis Viva Defence

The TFM presentation and defence must be a public event where students make an oral presentation before a minimum three-person panel comprising the chair, secretary and one further member. Once the presentation is finished, the panel will open a Q&A session on aspects linked to the thesis.

The TFM viva defence shall be run within the deadlines set for each programme (please see the specific information section for each programme). In order to undertake the TFM viva, students must have passed all other necessary credits to be awarded the degree. Notwithstanding the above, students may defend their TFM with a maximum of one subject still to be passed, where this is allowed by the specific regulations for the TFM on the programme published on the respective website (please see the specific information section for the programme).

The programme may designate one or several TFM panels. Where the programme designates a specific panel for each TFM, this must be done within a maximum deadline of ten working days from the official submission date of the thesis. Once the designation is notified, the chair of the panel (or head of the TFM or programme management) shall convene the other members, tutor(s) and student to present and defend the thesis within ten working days at most.

In exceptional circumstances where the TFM contains information that could be deemed confidential, the presentation and viva procedure may be modified as per what is set out in article 10 of the Regulations for writing and assessing master's theses at the University of the Balearic Islands. In order for the TFM specifications subject to data or results protection processes to apply, students or tutors must make a reasoned request addressed to the CEP at the time of submission.

Master's Thesis Assessment

Each programme shall establish its TFM assessment criteria, which shall be made public every academic year and be taken into account by the panel when grading the TFM (please see the specific information section for each programme). Once the TFM presentation and viva are finalised, the panel shall deliberate on students' attainment level and then award a mark for the thesis, which shall be included in students' academic records.

Resources on Academic Plagiarism and Turnitin.

Web resources from the UIB library: Definition, regulations and other topics related to plagiarism and how to avoid it.

Integridad académica y plagio (Academic integrity, plagiarism and how to include the ideas of others into our work): Author: González Teruel, Aurora - Date: 2019 - (Educational Innovation, University of Valencia) Video on YouTube

Information about accessing Turnitin reports: UIB Turnitin Webinar.

Resources for Master's Thesis Tutors

Since the first step to check for plagiarism comes from those tutoring theses, tutors are recommended to review the 'Resources on Academic Plagiarism and Turnitin' section on this website.

Guide for master's thesis tutors [ca]

Specific information about theses for the Master's Degree in Early Childhood: Perspectives and Lines of Intervention

There is no specific information for the Master's thesis on this degree programme.

Defended Master's thesis

Link to the institutional repository (DSPACE)

  • Análisis de la Satisfacción de las Familias Usuarias del Servicio de Pediatría
  • Atenció Primerenca: Models centrats en la família i pràctiques relacionals i/o participatives
  • L'escola i l'alumnat amb malalties minoritàries: la veu dels companys
  • La participació en la primera infància: anàlisi d'experiències
  • Ús del Micròfon Remot a l'aula ordinària
  • La inclusió educativa de l'alumnat amb Trastorn de l'Espectre de l'Autisme en Educació Infantil. Perspectiva docent
  • Alteracions del neurodesenvolupament en infants prematurs: una revisió de la literatura
  • Anàlisis dels recursos socioeducatius que existeixen per infants hospitalitzats a les Illes Balears
  • COMPETENCIA ARTÍSTICA EN NIÑOS Y NIÑAS CON UNA CONDUCTA DESATENTA E HIPERACTIVA EN EDUCACIÓN PRIMARIA: UNA PROPUESTA DE INNOVACIÓN PEDAGÓGICA INTERDISCIPLINAR
  • Documentació: una nova mirada
  • Educación y lenguaje. Una revisión de la literatura con perspectiva de género
  • Estrategias de afrontamiento parentales ante las patologías crónicas de los hijos
  • Impacte en la salut mental de la població infantil refugiada síria: una revisió sistematitzada de la literatura
  • Intervención temprana a través del modelo ESDM en niños con TEA: Una revisión de la literatura
  • La atención a niños/as con enfermedades terminales o que limitan la vida y sus familias, dentro de Cuidados Paliativos Pediátricos: una revisión de la literatura
  • La Atención Temprana en niños/as con Trastorno del Espectro Autista desde el Modelo Centrado en la Familia
  • La tetanalgèsia: els mètodes no farmacològics com a tècniques terapèutiques contra el dolor dels nounats
  • Lo trans en educación infantil: orientaciones para la queerización de la escuela a través del currículum oculto
  • Necessitats educatives en infants amb malalties rares i les seves famílies derivades de la pandèmia del Covid-19
  • Percepció de les famílies sobre el control parental enfront de les pantalles en la primera infància
  • Comparativa del model tradicional d'atenció primerenca a CEATTE i model centrat en entorns naturals d'Aproscom a les Illes Balears
  • Desarrollo evolutivo, juego y material de juego. Una propuesta de guía para familias de la escuela infantil de Valldemossa
  • El contacte amb la natura a les escoles: del pati al jardí
  • Els tractaments psicoeducatius actuals del trastorn de l'espectre autista en l'atenció primerenca. Una revisió bibliogràfica.
  • Estratègies d'educació emocional en l'educació infantil
  • La cooperació entre els serveis educatius, sanitaris i socials. Focalitzant la mirada en l’Atenció Primerenca
  • La educación emocional en el contexto escolar. Estudio de caso de un proyecto de educación emocional y resolución de conflictos
  • La mediación interlingüística ejercida por jóvenes marroquíes durante su infancia: significados y percepciones. Una propuesta de investigación.
  • La multimetodologia eina per a la inclusió a l'aula infantil
  • Models d'Atenció Primerenca: una revisió de la literatura
  • Proyecto de Intervención con familias con hijos o hijas con TEA a través de un grupo socioterapéutico
  • Una mirada a l'Espai Nadó de Montuiri des de la perspectiva de les famílies i els professionals
  • La gestió dels conflictes entre infants: el rol del docent des d'una perspectiva sistèmica
  • La participació de les famílies al CEIP Joan Miró: un tast per a descobrir el model que la representa.
  • El Maltractament Infantil en l'àmbit educatiu: protocols d'actuació d'Espanya
  • El procés de canvi a l'escoleta Els Molins. Un projecte en blanc.
  • ¿Los profesionales como pieza clave en la implementación? Un análisis de los profesionales de los programas y servicios de apoyo parental en la Primera Infancia.
  • Els espais a un programa per infants i famílies vulnerables. Dialogant amb els professionals
  • Els instruments d’avaluació del vincle afectiu als programes d’espais familiars. L’avaluació del vincle afectiu al PAFPI de l’Associació XIAIF.
  • Factores que potencian un cambio innovador en educación
  • Iguals però diferents. Estudi de l'educació intercultural i recursos per a treballar a l'educació infantil
  • Influencia del vínvulo afectivo en el neurodesarrollo y desarrollo emocional de neonatos prematuros o con bajo peso al nacer
  • L'Afrontament dels pares i mares de fills amb discapacitat
  • La construcción y desarrollo de la identidad profesional docente en Educación Infantil: características y peculiaridades en el caso de los hombres
  • La equinoterapia como terapia complementaria en niños con autismo y parálisis cerebral
  • Observació dels professionals en els programes de suport a famílies: el cas del programa PAFPI
  • Demandes pedagògiques al context hospitalari. El cas d’Aroa.
  • Documentar els processos d'innovació a les escoles
  • Escuelas alternativas en Mallorca: una aproximación a sus principios y características
  • Princesses uncovered: an analysis of the evolution of educational values and gender stereotypes in Disney filmography
  • Promoting Resilience in School
  • Relationship between children's mental health and exposure to gender violence. Invisible victims.
  • Viure l’escola des de la infància: la qualitat de vida dels infants tutelats per protecció de menors
  • "Ahead of time: personal experience of a group of mothers with preterm birt"
  • Approach to non-formal education services for early childhood and family. Resources guide from Palma de Mallorca
  • Educational Innovation as a change factor
  • El aprendizaje cooperativo en la voz de sus protagonistas: alumnado y familias
  • How foster care is experienced among kangaroo families
  • Influence of parenting styles on the prosocial behavior of children
  • La multiculturalitat en educació infantil-Anàlisi de les relacions entre els alumnes de quatre anys del ceip es pont i com es treballen: cap a una educació intercultural inclusiva
  • Las experiencias de la paternidad en las VCIN desde un análisis crítico de género
  • Quality of live of children hospitalized with cancer: the professionals perspective
  • Resilience in children of parents with mental disorders
  • The period of adptation in the first cycle of children's education
  • The social representation of ADHD: knowledge and needs of teachers regarding the disorder
  • Approach to the neonatology: from theory to pratice
  • Assessment and family involvement in relation to snow educational. The work environments.
  • Beginning of Work by Environments through the testimony of experts and professionals
  • Consequences of Child Maltreatment.
  • Educatives assessment contexts in environments work
  • Promoting empathy in early childhood.
  • Psichomotricity: differentiation between education and terapy.
  • Research of children in temporary foster care to participate in a program to support families in early childhood
  • Stimulation Project of Oral Language in Infant Education: La Doctora Bla Bla Bla.
  • Students with Asperger syndrome and their educational inclusion.
  • The concept of time from Waldorf pedagogy
  • The Psychomotor Development and Stimulation in the stage of 0-3.
  • Users and Professional Satisfaction assessment program to support familier in early childhood.
  • Adult's emotional attachment and their influence on early childhood
  • Heuristic Project aplication in the first cycle of Infant Education.
  • Importance given educators to develop psychomotos activity in day care from 0-3 years.
  • Interdisciplinary teams in early childhood. IBSMIA and EAP
  • Networking the Early Intervention in the Balearic Islands
  • Opening the eyes to th familiar diversity.
  • Participation in famili-school. Reality of institutions for child education in Mallorca
  • Resilience in childhood and their contexts.
  • The corporal feelings of babies: attributions and meanings of fathers (that fathers give)
  • The process of creation of the affective bond from pregnancy.