At Dynseo, we observe every day the immense potential that resides in every child. Our deep conviction is that education is not just about transmitting knowledge, but about giving the child the tools to build their own understanding. It is with this perspective that we have developed our solutions: so that every student, regardless of their strengths or difficulties, can become the true actor of their progress. Academic autonomy is not just a skill to be acquired; it is the engine that will fuel curiosity, self-confidence, and the desire to learn throughout life.
Throughout this article, we wish to share with you our vision of autonomy and how our tools, the COCO PENSE and COCO BOUGE applications, as well as our training for teachers, contribute to cultivating it daily, both in the classroom and at home.
Autonomy is a word often used, but its meaning in the school context deserves clarification. It is not simply about letting the child "manage on their own." On the contrary, it is a supported process, a gradual construction that requires a caring framework and suitable tools. For us, autonomy is the ability of a student to initiate, organize, and evaluate their own work, making informed choices and mobilizing the resources at their disposal.
Defining autonomy beyond mere independence
Independence is knowing how to do a task without external help. Autonomy is a step further: it is knowing why we do this task, how we can approach it in different ways, and what to do if we encounter an obstacle. It is a complex cognitive and emotional skill that encompasses:
- Initiative: The child does not passively wait for instructions; they are capable of starting an activity on their own.
- Organization: They learn to manage their time, plan the steps of a task, and gather the necessary materials.
- Self-regulation: They are able to recognize their mistakes, seek solutions, and adjust their strategy without getting discouraged.
- Metacognition: They become aware of their own thought processes. They know how to identify what they have understood and what still poses a problem.
Cultivating this autonomy is like teaching a child to navigate. You do not put them alone on a boat in the middle of the ocean. You first teach them to read a map, understand the wind, and hold the helm. Gradually, you give them more and more responsibilities until they become a confident captain of their own ship.
The role of the teacher: a guide, not just a transmitter
In this quest for autonomy, the role of the teacher transforms. They are no longer just the one who holds and transmits knowledge, but they become an architect of learning environments. Their role is to create situations where the student can experiment, make mistakes, and succeed on their own. They become a guide, a facilitator who asks the right questions at the right time, encourages effort more than immediate results, and values intellectual risk-taking. This is a change in posture that requires time and tools, but it is fundamental to prepare students for the challenges of tomorrow.
Long-term benefits: preparing the citizens of tomorrow
An autonomous student is a more engaged, motivated, and confident student. The benefits are not limited to better academic results. By developing their autonomy, children build skills that will be useful throughout their lives: problem-solving, critical thinking, adaptability, and perseverance. They learn that they have power over their own journey, that they can overcome difficulties, and that learning is an exciting adventure rather than a constraint. This is the foundation upon which responsible, curious adults will be built, capable of continuing to learn and adapt in a constantly evolving world.
COCO PENSE and COCO BOUGE: Our tools to cultivate autonomy daily
It is with these convictions that we designed COCO PENSE and COCO BOUGE. We wanted to create more than just a simple educational support application. Our goal was to develop a true learning companion that places the child at the center of their journey, instills a love of effort, and allows them to visualize their own progress in a tangible and fun way.
A playful approach to serious learning
We know that play is the natural language of the child. It is through play that they explore, experiment, and learn the rules of the world around them. That is why COCO takes the form of stimulating and varied games. Whether it is solving logical puzzles, working on memory, or exercising attention, each activity is designed to be engaging. This playful approach has a major advantage: it de-dramatizes mistakes. In a game, making a mistake is not a failure; it is a normal step in the process. The child is encouraged to try again, to change strategy, without the pressure of judgment. They thus learn perseverance in a natural and positive way.
Adaptability at the heart of the system: a personalized journey
Every child is unique, with their own learning pace, strengths, and areas for improvement. A one-size-fits-all tool would be a dead end. That is why the intelligence of COCO lies in its adaptive algorithm. The application evaluates the child's performance in real-time and automatically adjusts the difficulty level of the exercises.
- If a child succeeds easily, the challenges will gradually become more complex to keep them stimulated and avoid boredom.
- If they encounter difficulties, the application will offer simpler exercises to consolidate the basics before moving on to the next step.
This tailored journey is essential for autonomy. The child is never in a situation of crushing failure or demotivating ease. They are constantly in their "zone of proximal development," that perfect balance point where effort is necessary but success is within reach. They feel that they are progressing at their own pace, which reinforces their confidence in their own abilities.
From COCO PENSE to COCO BOUGE: the importance of the body-mind connection
We could not conceive a cognitive learning tool without taking the body into account. Neuroscience confirms this to us every day: physical activity is essential for the proper functioning of the brain. It improves concentration, memory, and stress management. This is the purpose of COCO BOUGE, the physical aspect of our application. By offering motor activities and coordination exercises, we provide a holistic approach to child development. Alternating between phases of intense reflection (COCO PENSE) and active breaks (COCO BOUGE) not only channels children's energy but also optimizes their learning capabilities. The child learns to listen to their body and understand that moving also helps them think better.
Digital technology, a lever for autonomy and not an end in itself
We are aware of the debates surrounding screen time for children. This is a legitimate concern that we share. That is why we have always viewed digital technology not as an end in itself, but as a powerful lever in the service of pedagogy. A tool, if well designed and well used, can open doors that traditional methods sometimes struggle to crack open.
The screen as a tool, not a distraction
It is crucial to differentiate between passive screen use (watching videos) and active and interactive use. COCO PENSE and COCO BOUGE belong to the latter category. The child is not a spectator; they are an actor. They must think, make decisions, and interact with the interface to solve a problem. The application is a structured training space, a partner that offers targeted challenges to develop specific skills: attention, working memory, logic, planning. The goal is not to "keep them occupied," but to equip them cognitively.
Encouraging the right to make mistakes and experimentation
One of the greatest strengths of digital tools is to create a safe space for experimentation. In a classroom, the fear of others' judgment can sometimes paralyze a student and prevent them from proposing an answer they are not sure about. In front of the application, this social pressure disappears. The child can try, make mistakes, and start over as many times as necessary without any judgment. COCO becomes a sort of intellectual "sandbox" where mistakes are not penalized but are valuable information that guides the next attempt. This caring environment is fundamental for the child to dare to take risks and develop a growth mindset, convinced that their abilities can improve with effort.
Complementarity with traditional methods
We do not claim that COCO can or should replace the irreplaceable role of the teacher, nor human interactions, nor the pleasure of writing on paper or reading a book. Our vision is one of complementarity. The application is an additional tool in the educator's toolkit. It can be used in the classroom for independent workshops, to differentiate work according to students' needs, or at home to reinforce concepts seen in class. The data collected by the application also provides the teacher with a precise and objective overview of each student's strengths and weaknesses, allowing them to adjust their support more finely and personally.
Autonomy in the face of challenges: the case of DYS disorders
For some children, the path to autonomy is fraught with greater obstacles. Students with learning disorders, such as dyslexia, dyspraxia, or dyscalculia (commonly referred to as DYS disorders), need specific support. Their way of learning is different, and traditional pedagogical approaches can prove ineffective, even discouraging. This is where our mission takes on an additional dimension: to equip not only the children but also the adults around them.
When the learning path is different
A child with a DYS disorder expends considerable energy to accomplish tasks that seem simple to others. Reading an instruction, organizing their work on a sheet, memorizing a multiplication table can represent a real challenge. These difficulties can severely hinder the development of autonomy. The child may become dependent on adult help, develop low self-esteem, and feel in a state of permanent failure. Yet, these students often have remarkable reasoning abilities and creativity. It is not a lack of intelligence, but a different cognitive functioning that requires adaptations.
Identifying to better support: our training for teachers
In the face of these challenges, teachers on the front lines often feel helpless. How to spot the signs of a possible DYS disorder? How to differentiate between a temporary difficulty and a structural disorder? And above all, what concrete strategies to implement in class to help these students without penalizing the rest of the group?
To meet this crucial need, we have developed a specific training: "Identifying and supporting DYS disorders in primary school." Our goal is not to turn teachers into speech therapists or neuropsychologists. It is to give them keys to understanding and practical tools to:
- Spot warning signals in the student's behavior and work.
- Understand the cognitive mechanisms underlying the different DYS disorders.
- Implement simple and effective pedagogical adjustments (adapting materials, breaking down instructions, using visual aids, etc.).
- Communicate constructively with families and health professionals.
This training aims to equip teachers so that they can create a truly inclusive classroom environment, where every child, regardless of how they learn, has the means to progress and gain autonomy.
Building a trust ecosystem for the child's flourishing
Ultimately, making a child an actor in their progress is not the responsibility of a single tool or a single person. It is a collective project that requires the creation of a true ecosystem of trust around them. It is the synergy between the child, their family, their teachers, and the tools made available to them that will make the difference.
Collaboration between school, family, and student
Autonomy is built at school, but it is reinforced at home. When parents and teachers share the same vision and communicate effectively, the child feels supported and understood. Tools like COCO can serve as a bridge between these two worlds, providing a common support for discussion around the child's progress. Similarly, a teacher trained in recognizing DYS disorders can guide and reassure a family seeking advice, thus creating a strong educational alliance in service of the student.
Our commitment: providing keys, not locks
At Dynseo, our role is to design and provide keys. The COCO PENSE and COCO BOUGE application is a key that can unlock motivation and allow for personalized training. Our training on DYS disorders is another key, which opens the door to understanding and a more inclusive and differentiated pedagogy. But we do not create the locks. It is the children, with their unique potential, and the teachers, with their daily dedication, who hold the doors to learning.
Our greatest pride is knowing that our tools, used with discernment and kindness, can help a child discover that they are capable, that they can progress on their own, and that learning is a source of joy and accomplishment. For a child autonomous today is an informed, adaptable, and confident citizen for tomorrow. This is why we continue, every day, to innovate in the service of education.
The article "COCO PENSE and academic autonomy: making the child an actor in their progress" highlights the importance of autonomy in children's academic development. A related article that could enrich this reflection is the one on word and letter games to stimulate the mind. Indeed, cognitive games can play a crucial role in developing autonomy and creativity in children. To learn more about this topic, you can consult the following article: Word and letter games to stimulate the mind. This article explores how these playful activities can help strengthen cognitive skills and encourage a proactive approach to learning.
