Justification for my thesis project – first try

So this is my first stab in the intent to write a justification. Nothing fancy, just bullet points, no citations needed (yet):

  • Learning is primarily a social process mediated through interaction using tools.
  • Around the age of six, children with CP may have a hard time keeping up with the explosion of physical activity that occurs during the preschool years. Some of them would express their frustration over this by asking “Why me?” 
  • In the case of children with cerebral palsy is important to explore alternative ways of learning, such as learning through play. Social play-based approaches can make learning more effective while developing their social skills.
  • Six to eight-year-olds find participation in group activities, including team sports, and participation in organized activities is often extremely important to this age group. Children with CP may perceive themselves as different and isolate themselves from social situations so they will not feel hurt or excluded.
  • Through design we can create funchallenging, and competitive tools that provide status and encouragement to increase capability and a sense of confidence in children with CP.
  • The design of a collaborative learning environment can foster a “can do” attitude being a tool for explorational growthcuriosity, and creativity.
  • A collaborative-competitive learning could be used as a methodology. On one hand collaboration is defined as a social process through which performances is evaluated and rewarded in terms of the collective achievement of a group of people working together to reach a particular goal. The environment would encourage the children to play in teams, and have social interactions. On the other hand competition is a social process that occurs when rewards are given to people based on the basis of how their performances of others doing the same task or participating in the same events; it implies the achieving of goals through a challenge –in this case with collaboration from peers. The combination of collaboration and competition can stimulate the students to engage with the learning activity.
  • Children with CP are not sufficiently physically active. Children with hemiplegia frequently underuse their affected limb regardless of its functional abilities. This tendency referred to as developmental disregard poses a significant challenge to rehabilitation and the advancement of functional skills, which hinges on consistent practice and the use of the hemiplegic limb.
  • There’s a relationship between motor and cognitive variables and arithmetic performance of children with CP. Children with CP were found to be delayed in arithmetic compared to their typically developing peers.
  • The design of an educational interface could incorporate exercises that promote physical activities and mobility.
  • If the learning, physical, and social activities are being developed through this design environment, then it could be also automatically measured by the system. Feedback is an important part of encouragement, so the children can keep track of their progress and keep engaged with the activities. Also, the parents and the teachers can take advantage of keeping track of the children’s status.