This chapter describes different approaches to physiotherapy in children with cerebral palsy and the neurophysiological and neuropsychological principles of learning processes. Bobath and Vojta developed their concepts in the 1960s. These were based on the level of knowledge at that time, regarding normal motor development and its restrictions in cerebral lesions. Their objective was to avoid and improve the abnormal neurophysiological function in patients with cerebral movement disorders by early therapy. Several controlled studies designed to evaluate this therapeutic approach failed to prove effectiveness of such approaches for later motor function. Current knowledge suggests that motor learning is more likely to improve the children’s motor abilities. Motor learning is considered to be a basic principle of therapeutic interventions intended to improve the patient’s ability to accomplish age-appropriate, adequate tasks and self-initiated activities.