The transition from primary school to middle school is a fundamental step in a child's life. It's a bit like leaving a familiar port to set sail. In CM1 and CM2, the student still navigates in known waters, with a main captain, their teacher, who directs most of the maneuvers. But sixth grade is where the horizon opens up, with its multiple currents, its islands to discover (the different subjects), and its specialized captains (the teachers). For this crossing to go smoothly, the student must learn to become their own navigator, to read their map, to adjust their sails. In a word, they must develop their autonomy.
At Dynseo, we are convinced that this autonomy is not improvised. It is built, brick by brick, throughout the years of Middle Course. It is with this in mind that we have designed our tools, particularly our COCO PENSE and COCO BOUGE applications. We want to share our vision with you and show you how, concretely, we help children build the solid foundations that will allow them to thrive in middle school and beyond.
The leap from CM2 to sixth grade is much more than just a change of building. It is a complete restructuring of the child's learning environment. Understanding the nature of these changes allows us to better target the skills to be strengthened in advance.
The concrete challenges of sixth grade
Entering middle school confronts the student with a series of new experiences that, when put together, can be destabilizing. Previously, they had a reference teacher for almost all subjects, a fixed classroom, and a relatively simple schedule. In sixth grade, the paradigm changes radically:
- The multiplicity of interlocutors: The student must interact with about ten different teachers, each with their own methods, expectations, and personality. There is no longer a single figure to turn to for all questions.
- Managing space and time: They must change classrooms every hour, which involves preparing their bag, not forgetting anything, and being punctual. The schedule becomes more complex, with subjects that only occur once or twice a week.
- The load and nature of personal work: Homework is more numerous, longer, and requires organization over several days. The student must learn to anticipate a test announced a week in advance while managing the day's exercises.
- Material responsibility: Managing their locker, numerous notebooks, textbooks, and ensuring they have the right materials for each class becomes a completely personal responsibility.
Why autonomy is the key skill
In the face of these challenges, autonomy is not an option; it is the central skill that conditions all others. An autonomous student is one who is capable of taking ownership of their own learning. It's not just about "managing on their own," but about developing a set of cognitive and behavioral abilities. It means being able to plan their revisions, organize their bag the night before, take notes effectively, ask relevant questions in class, and know where to find information.
Without this autonomy, the student risks feeling constantly overwhelmed, reacting rather than acting. It is to equip children with this "internal GPS" that we have developed our programs, starting with the cognitive functions that underpin this ability to self-manage.
COCO PENSE and COCO BOUGE: Building the foundations of autonomy through play
To build a solid house, you need robust foundations. For autonomy, these foundations are the executive functions: working memory, planning, mental flexibility, inhibition. These are the "tools" of the brain that allow us to organize ourselves and act thoughtfully. Our application, COCO PENSE and COCO BOUGE, which you can discover on our website, has been specifically designed to train these functions in a fun and engaging way.
A holistic approach: stimulating both body and mind
We do not separate the cognitive from the physical. Our program is based on two complementary pillars.
- COCO PENSE offers a variety of personalized brain games that target different cognitive functions. The child is not just playing; they are training their attention, memory, logic, and processing speed.
- COCO BOUGE offers adapted physical activities, as we know that a sharp mind thrives in a healthy body. Physical exercise improves concentration, helps manage stress, and promotes neurogenesis, which is the creation of new neurons.
This dual approach allows for comprehensive preparation of the child. They learn to mobilize their mental resources while having the tools to manage the fatigue and pressure that can accompany middle school life.
Training executive functions, the "conductor" of the brain
Executive functions are at the heart of autonomy. Imagine a conductor who must coordinate all the musicians to produce a harmonious symphony. This is the role of these functions in our brain. Here’s how our games help develop them.
Planning and organization
In middle school, a student must plan how they will make a presentation in several steps or organize their revisions for three tests in the same week. In COCO PENSE, games like logical sequences or paths to reconstruct require the child to anticipate several moves ahead. They learn, without even realizing it, to break down a complex problem into simple steps and to develop a strategy to achieve a goal.
Working memory
Working memory is the ability to hold and manipulate information for a short period. It allows one to remember an instruction given orally by the teacher while starting to write the exercise. Our memory games, such as memorizing sequences or the pairs game, actively engage this skill. By strengthening their working memory, the child becomes more efficient in following lessons and retaining instructions from different teachers.
Cognitive flexibility
Changing subjects, and thus logic and working methods, every hour requires great mental agility. This is what we call cognitive flexibility. It is the ability to switch from one task to another or to change strategy when the first one does not work. Several of our games are based on unexpected rule changes, forcing the player to adapt quickly. This mental gymnastics prepares the child to juggle with the various demands of middle school.
Inhibition
Inhibition is the ability to resist distractions and control impulses to stay focused on a task. In a potentially noisy and stimulating middle school environment, this is an essential skill. Some COCO games require responding to a specific stimulus while ignoring others. This training helps the child to "filter" out irrelevant information and maintain their attention on their work, whether in class or at home.
From parental supervision to support towards autonomy
As parents, the transition to middle school is also a transition for you. The role changes. It is no longer about constantly being behind your child, but about becoming a coach, a guide who helps them develop their own strategies. Our tools are designed to facilitate this transition.
COCO, a first step towards working autonomously
One of the main advantages of COCO is that it offers a learning framework that the child can take ownership of. The gaming sessions are short, engaging, and the child can do them alone. This is often a first positive experience of "working" autonomously. They learn to connect, follow their daily program, and see their own progress.
This simple yet structured routine is excellent training for managing homework. The child integrates the idea that they have a task to accomplish each day and that they are capable of completing it without constant supervision. This reinforces their confidence in their abilities and lightens the mental load on parents.
A dashboard to track without intruding
We know it is important for parents and teachers to track progress. That’s why our application includes a dashboard that allows you to visualize the child's performance. You can see the areas where they excel and those that need more training.
This tool allows for supportive and targeted guidance. Instead of a general "Did you work well?", the conversation can become "I saw that you made a lot of progress in logic games, that's great! How do you feel about the memory exercises?". This allows for dialogue about learning processes and helps the child develop their metacognition, that is, their ability to reflect on their own thinking strategies.
Special support for students with DYS disorders
For a child with a "DYS" disorder (dyslexia, dyspraxia, dyscalculia, ADHD...), the challenge of autonomy in middle school is even greater. Difficulties in organization, memorization, or attention are often exacerbated by the new school structure. Our approach aims to be inclusive, and we are committed to providing concrete solutions for these students.
An application that adapts to each profile
COCO PENSE is not a one-size-fits-all tool. Our algorithms adapt the difficulty level of the games in real time, based on the child's responses. This ensures that each student works within their "zone of proximal development": they are sufficiently challenged to progress, but not to the point of being in a constant state of failure, which could be very discouraging.
For a dyspraxic child who has planning difficulties, strategy games at an adapted level can help them break down tasks visually and progressively. For a child with ADHD, short and fun sessions allow them to work on concentration in small doses without overwhelming them. The application becomes a personalized ally that positively reinforces foundational skills.
Training teachers to better identify and support
We are aware that technology alone is not enough. The human element is at the center of education. That’s why we have developed a specific training program for primary school teachers, titled "Identifying and Supporting DYS Disorders in Primary School". You can find all the information about this training on the dedicated page of our website.
Our goal is to give teachers the keys to:
- Spot signs that may indicate a DYS disorder, often even before a diagnosis is made.
- Understand the cognitive mechanisms behind these disorders to better grasp the student's difficulties.
- Implement simple and effective pedagogical adaptations in class to help these students overcome their difficulties and access learning.
By training teachers from primary school, we contribute to creating a more inclusive school environment. A well-equipped teacher will be better prepared to help a DYS student meet the demands of middle school, working with them on compensation strategies and helping them become aware of their strengths. This early support is essential for the child to enter sixth grade with a foundation of confidence and adapted working methods.
Preparing for the future: skills for middle school and for life
Ultimately, by working on autonomy from CM1 and CM2, we are not just preparing children for sixth grade. We are giving them skills that will serve them throughout their schooling and adult life.
From autonomy to responsibility
A student who has learned to manage their time, organize their work, and evaluate their own progress is a student who feels responsible for their success. They understand that their efforts have a direct impact on their results. This awareness is an extremely powerful motivator. They no longer work just "to please" or "to get a good grade," but because they have integrated the value of learning for themselves.
Self-confidence, the fuel for learning
Every small success in autonomously managing a task, whether it’s succeeding at a difficult level in a COCO game or preparing their bag for the next day without a parent's help, is a victory that nurtures self-confidence. A child who has confidence in their ability to organize and learn will be more willing to ask questions, embark on complex projects, and not be discouraged by a temporary difficulty. This confidence is the true passport to a calm and fulfilling school experience.
We firmly believe that the CM years are the ideal springboard to propel children into middle school with confidence and method. By combining stimulating digital tools like COCO PENSE and COCO BOUGE with enhanced human support, particularly through teacher training, we strive to ensure that every student, regardless of their strengths or difficulties, can approach this great transition to middle school well-equipped and ready to navigate with autonomy.
The article "Preparation for Middle School: COCO Develops Autonomy from CM" highlights the importance of autonomy in primary school students. A related article that may interest educators and parents is Screen Awareness Workshop for Primary Schools: Free Resources Included. This article offers free resources to raise primary school students' awareness of screen use, a crucial topic for developing responsible and autonomous use of technology from a young age. By combining these approaches, educators can better prepare students for the transition to middle school while promoting their autonomy and digital responsibility.
