El presente proyecto de investigación llamado “Green Kids” tiene como finalidad evaluar la viabilidad de brindar un servicio de educación ambiental a niños entre las edades de 6 a 12 años a través del desarrollo de un aplicativo móvil que ofrece cursos, talleres y eventos dinámicos que les permita aprender de manera divertida y a su vez, genere ingresos a personas especializadas en el cuidado ambiental.  El proyecto inicia con la identificación del problema frente a los escasos esfuerzos de concientización ambiental a este grupo de la población, que según la investigación, resulta clave al encontrarse en una edad de aprendizaje rápida. Una vez analizado los distintos aspectos como la validación de usuarios finales al igual que los profesionales de educación y técnicos que intervienen en el servicio, se llevó a cabo los experimentos de ventas o también llamado concierge para conocer de fuente primaria la demanda que tendría los servicios que ofrecemos, el cual sirvió para realizar proyecciones de ventas en una línea de tiempo. Seguido de ello, se gestiona un presupuesto para llevar a cabo la operatividad del aplicativo móvil, este incluye la inversión en el desarrollo y actualización del aplicativo, gastos pre operativos y activos, así como los costos y gastos de marketing, recursos humanos y mantenimiento del aplicativo durante su vida útil. Por último, se evaluaron las opciones de financiamiento que permitan ejecutar la puesta en marcha del aplicativo móvil. / This research project called "Green Kids" aims to evaluate the feasibility of providing an environmental education service to children between the ages of 6 to 11 years through the development of a mobile application that offers courses, workshops and dynamic events that allow them to learn in a fun way and in turn, generate income to people specialized in environmental care. The project begins with the identification of the problem of the scarce efforts to raise environmental awareness among this group of the population, which according to the research, is key as they are in a fast learning age. Once analyzed the different aspects such as the validation of end users as well as education professionals and technicians involved in the service, sales experiments or also called concierge were carried out to know from primary source the demand that would have the services we offer, which served to make sales projections on a timeline. After that, a budget is managed to carry out the operation of the mobile application, this includes the investment in the development and updating of the application, pre-operational and active expenses, as well as the costs and expenses of marketing, human resources and maintenance of the application during its useful life. Finally, the financing options for the implementation of the mobile application were evaluated. / Trabajo de investigación

The deaf child’s primary handicap is his inability to hear human speech. The whole functioning of the deaf child is hampered by his hearing loss. This implicates that deafness can cause secondary problems such as: -- language problems; -- speech problems; -- thinking problems; -- social problems; -- emotional problems; -- educational problems; -- occupational problems; and -- family problems. These problems impose a special challenge to people who intervene with deaf children. The deaf child cannot communicate intelligibly. The therapist has to pay special attention to this problem and to the way in which communication will commence and continue. Pedotherapeutic intervention implicates effective communication. The use of language plays an important role in the Educational-psychological practice. Diagnostic tests and therapeutic techniques require an average language capability. The therapist must seek alternative concrete ways in which to assess the deaf child and to solve the child’s problems. The creation of a work of art is a concrete sensory act. A variety of authors state that, most children can project their deepest inner feelings through a work of art without fear and pain. The instructions given for art therapy are simple and most children feel safe to create. A child’s work of art has diagnostic as well as therapeutic value. It is important that the therapist will recognize and interpret the projected symbols and that he will use it to change and expand the deaf child’s world of meaning. During the assessment of a child’s drawing the therapist must take aspects of the art work, such as colour, form, line, art material, the content of the drawing, the perceptual and motor development of the child, the child’s age, non-verbal communication and verbal communication during the creative process, into consideration. The therapist must not use above-mentioned directions at random. Every individual’s work of art must be assessed in a phenomenological way, before any conclusions can be made. A private, well equipped art therapy room is necessary for the child in order to feel safe to explore and create. The therapist who intervenes with deaf children has to be well trained. He must have knowledge and experience of deafness, know sign language and should have exceptional language abilities. In this study the therapist applied art therapy with a deaf child. Both the child and his educators were involved in therapy. The therapy was successful. Most of the therapeutic goals were achieved. The therapist needed to adapt the way of communication in order to enhance the level of communication between her and the deaf child. Art therapy can be successfully used with the deaf child because adequate communication is possible, the deaf child can identify with the therapeutic content and transcendence is possible. Some deaf children do not respond well to art therapy. The uniqueness of each deaf child should be taken into consideration before a therapeutic technique can be chosen. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2006. / Orthopaedic Surgery / unrestricted