In the hectic daily life of school, break times, daycare, or recess are often seen as mere parentheses, necessary moments of decompression but disconnected from formal learning. At DYNSEO, we have a different perspective on these precious moments. We see them as fertile ground, a golden opportunity to cultivate curiosity, strengthen skills, and support each child in their development, all through play. It is this vision that led us to develop our COCO PENSE and COCO BOUGE applications, and to build a training program dedicated to teachers to equip them to face the challenges of DYS disorders.
We invite you to explore with us how these free times can transform into "educational recesses," moments where fun becomes the engine of learning and where every child, regardless of their strengths or difficulties, can thrive.
The expression may seem paradoxical. Isn't recess, by definition, the antithesis of schoolwork? For us, an educational recess is not a disguised hour of class. It is an approach that consists of offering, during unstructured times, playful activities that have real pedagogical value. It is not about "making children do exercises," but about giving them access to tools that engage their minds and bodies in a fun and voluntary way.
Beyond mere entertainment
In the digital age, it is easy to confuse occupation with stimulation. A passive video on a tablet can certainly occupy a child, but it places them in a position of consumption. An educational recess, on the contrary, encourages interaction, reflection, and action. This is the fundamental difference between watching a cartoon and solving a logic puzzle on our COCO PENSE application. In the latter case, the child is an active participant in their entertainment. They think, they try, they make mistakes, they succeed. Each interaction is a micro-opportunity for learning.
The importance of play in learning
Play is the natural language of the child. It is through play that they explore the world, test their limits, and develop their social and cognitive skills. Integrating play into the learning process is like building a solid bridge between the child's intrinsic motivation and educational objectives. A child who plays does not feel like they are working. The fear of failure fades, replaced by the desire to take on a challenge. The concepts learned in class, whether mathematical logic, vocabulary, or spatial awareness, can be revisited and consolidated in a playful context, without the pressure of evaluation. Play anchors knowledge more deeply and durably.
A structured yet flexible framework
Transforming free time into educational recess does not mean leaving children to their own devices with tablets. It requires a framework designed by adults. This framework must be structured enough to ensure safety and achieve objectives, but also flexible enough to allow for autonomy and choice. It may involve setting up "play corners" with tablets on which our COCO applications are available, organizing short collective sessions with COCO BOUGE to channel energy, or simply offering the application as an enriching alternative to more traditional activities. The adult then becomes a facilitator, a guide who encourages and supports, rather than an instructor.
COCO PENSE and COCO BOUGE: our tools for active and intelligent breaks
To materialize this idea of educational recess, we have designed a duo of complementary applications: COCO PENSE for cognitive stimulation and COCO BOUGE for physical awakening. These two tools are designed to be used intuitively by children, while providing supervisors with a rich and relevant pedagogical support. They are at the heart of our proposal for smarter free times.
COCO PENSE: stimulating neurons while having fun
COCO PENSE is a collection of over 30 educational games designed to train the cognitive functions essential to a child's development. Each game targets specific skills, but always in a transversal way.
- Memory: pair games, sequence memorization, or visual recognition.
- Logic and problem-solving: adapted sudokus, logical sequences, puzzles, and brain teasers.
- Language: vocabulary games, sound recognition, spelling, or word formation.
- Attention and concentration: activities that require staying focused on a task, such as spotting the intruder or following precise instructions.
- Spatial awareness: mazes, shape reconstruction games, or object positioning.
One of the major strengths of COCO PENSE is its adaptability. The difficulty of the games automatically adjusts to the child's performance. Thus, a struggling student will never be put in a situation of permanent failure, while a more advanced student will always find a challenge suited to them. It is a truly inclusive tool that allows everyone to progress at their own pace.
COCO BOUGE: combining body and mind
We are convinced that a sharp mind thrives in an active body. Learning does not only happen in the head; movement is fundamental. COCO BOUGE is our response to the children's need to move, especially after long periods of sitting in class. The application offers short, fun, and guided physical activities, often projectable on a wall for group practice. It includes children's yoga sessions, miming, coordination games, simple choreographies, or balance challenges. These activities allow for positive energy channeling, improve concentration for the subsequent work periods, and develop body awareness and gross motor skills.
A unified approach for holistic development
COCO PENSE and COCO BOUGE are not two isolated applications, but two sides of the same coin: that of the harmonious development of the child. By combining cognitive stimulation and physical activity, we offer a comprehensive solution that meets the fundamental needs of students. The interface, colorful and animated by our mascots, Coco the monkey and his friends, creates an engaging universe in which children love to evolve. For teachers and facilitators, a simple dashboard allows for tracking children's progress holistically, identifying areas of strength and points of vigilance, without it turning into a formal school evaluation.
Implementing COCO during extracurricular times: a practical guide
Adopting our vision of educational recess is simpler than it seems. It is primarily a change of perspective, supported by suitable tools. Here are some ideas for concretely integrating COCO PENSE and COCO BOUGE into your institution's daily life.
Identifying opportune moments
Every school has its own rhythm. The moments suitable for educational recess can vary:
- Morning welcome: For students who arrive early, offering COCO PENSE can be an excellent way to start the day gently and "warm up" the neurons.
- Lunch break: After the meal, a quiet time with COCO PENSE or a group session with COCO BOUGE can help with digestion and a smooth transition before resuming classes.
- Evening daycare or study times: This is the ideal time to offer our applications. They provide a structuring and beneficial alternative to less supervised free play.
- Specific workshops: In the context of Complementary Educational Activities (APC) or support workshops, COCO can become a preferred support for working on specific skills in a playful manner.
Organizing space and materials
Setting up does not require colossal investments. A few tablets are enough to create a COCO PENSE hub. For COCO BOUGE, a simple computer connected to a projector or a large screen allows for conducting a session for an entire group. Consider headphones for individual activities to maintain a calm atmosphere for those doing something else. The idea is to create an identified, accessible, and attractive space where the child knows they can find an activity that is both fun and intelligent.
The role of the adult: facilitator rather than teacher
We repeat, the adult changes roles during these times. They are no longer there to "teach" a concept, but to "animate" an experience. Their role is to introduce the activity, explain the rules if necessary, encourage the children, assist them in case of technical difficulties, and, above all, observe. It is in this posture of benevolent observation that an incredible opportunity lies: to get to know each child better and to detect any potential difficulties.
A major issue: identifying and supporting DYS disorders
Play times are a wonderful observatory of a child's development. Freed from academic pressure, the student reveals their strengths more naturally, but also their fragilities. This is where our tools and expertise take on an additional dimension, becoming a support for identifying and assisting students with specific learning disorders, commonly referred to as DYS disorders.
When play becomes a revealer
A child who experiences recurrent difficulties in some of our cognitive games is not simply "less good." These difficulties may be the first signs, the discreet clues of an underlying disorder. The application then acts as a benevolent sieve.
- A student who consistently struggles with sound or letter recognition games may show signs of dyslexia.
- Persistent difficulties in spatial awareness games, puzzles, or visuomotor coordination could suggest dyspraxia or dysgraphia.
- A significant difficulty in following logical sequences or manipulating concepts of quantity could be an indicator of dyscalculia.
COCO does not make any diagnoses. It is a pre-screening tool that allows the teacher to objectify their observations. In the face of repeated difficulties, they can more easily alert parents and the Specialized Support Network for Students in Difficulty (RASED) to consider a thorough assessment.
COCO, an ally for students with specific needs
For children already diagnosed with DYS, our applications prove to be valuable allies. Their very design meets several of their specific needs:
- Task decomposition: Each game presents a clear objective and simple steps.
- Positive reinforcement: The playful universe, encouragements, and virtual rewards maintain motivation.
- Multi-sensory approach: The games engage sight and hearing, which can facilitate understanding.
- Adaptability: The progressive difficulty level avoids frustration and helps build self-confidence.
By using COCO, these students can work on their deficient cognitive functions in a secure environment, which can have positive repercussions on their learning in class.
Training to act better: our program for primary school teachers
Observing difficulties is one thing. Knowing how to respond is another. Aware that teachers are on the front lines but often helpless in the face of the complexity of DYS disorders, we have developed a specific training: "Identifying and supporting DYS disorders in primary school". Because for us, providing the tool without the user manual would be an incomplete approach.
Why is dedicated training essential?
DYS disorders affect nearly 10% of students. This is not a marginal phenomenon. Yet, initial teacher training rarely addresses this topic in depth and practically. Our training aims to fill this gap. It does not aim to turn teachers into speech therapists or psychomotor therapists, but to give them a compass to navigate this universe. It provides them with theoretical knowledge and practical strategies to better understand, identify, and support these students on a daily basis.
The content of our training "Identifying and supporting DYS disorders"
Our training program is designed to be directly applicable in the classroom. It is structured around several key modules that allow for building solid and progressive competence:
- Understanding DYS disorders: What is dyslexia, dyspraxia, dyscalculia, dysphasia, ADHD? We deconstruct preconceived ideas and explain the neurocognitive mechanisms at play in an accessible way.
- Identifying warning signs: We teach teachers to sharpen their gaze. What behaviors in class, in notebooks, or even during educational recess with COCO should attract their attention?
- Adapting pedagogy: This is the heart of the training. We share dozens of concrete and easy-to-implement adaptations: modifying course materials, using color codes, providing oral instructions, breaking down tasks, and of course, judiciously integrating digital tools like ours.
- Collaborating effectively: Supporting a DYS student is a team effort. This module provides keys to communicate with parents, work in synergy with health professionals (speech therapists, occupational therapists...) and develop a relevant Personalized Support Plan (PAP).
From theory to practice: a bridge between knowledge and action
Our training is a true bridge between knowledge of disorders and daily pedagogical action. It allows teachers not only to better use our tools like COCO for identification and training but also to transform their classroom into a more inclusive and caring environment for all students.
In conclusion, our approach is holistic. We firmly believe that free times at school are an untapped resource that, when well utilized, can change the game for many students. With our COCO PENSE and COCO BOUGE applications, we provide the tools to make every break an opportunity to learn while having fun. With our training on DYS disorders, we give teachers the keys to make this opportunity accessible to all, including and especially to those who need it the most. Transforming recess is, for us, contributing to building a more attentive, fair, and effective school.
The article "COCO in educational recess: transforming free times into learning opportunities" highlights the importance of transforming break moments into enriching learning opportunities for children. In this regard, it is interesting to consult a related article that offers practical advice for improving children's concentration. Indeed, the article 9 tips to help a child to be focused provides valuable tips to help children maintain their attention, which is essential to make the most of educational activities during recess. These tips can be integrated into the games and activities offered by COCO, thus maximizing the educational impact of these relaxation moments.
