{"id":703086,"date":"2026-06-13T01:07:54","date_gmt":"2026-06-12T23:07:54","guid":{"rendered":"https:\/\/www.dynseo.com\/renforcer-la-memoire-et-la-concentration-avant-la-rentree-le-guide-complet-pour-les-parents-dynseo-2\/"},"modified":"2026-06-13T01:11:15","modified_gmt":"2026-06-12T23:11:15","slug":"strengthening-memory-and-concentration-before-school-starts-the-complete-guide-for-parents","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/strengthening-memory-and-concentration-before-school-starts-the-complete-guide-for-parents\/","title":{"rendered":"Strengthening Memory and Concentration Before School Starts: The Complete Guide for Parents"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Article HTML&#8221; _builder_version=&#8221;4.16&#8243; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_row admin_label=&#8221;Contenu&#8221; _builder_version=&#8221;4.16&#8243; width=&#8221;100%&#8221; max_width=&#8221;100%&#8221; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.16&#8243; global_colors_info=&#8221;{}&#8221;][et_pb_code admin_label=&#8221;HTML import\u00e9&#8221; _builder_version=&#8221;4.16&#8243; global_colors_info=&#8221;{}&#8221;]<\/p>\n<style type=\"text\/css\">\n:root{--p:#5e5ed7;--b:#5268c9;--t:#a9e2e4;--r:#e73469;--y:#ffeca7;--m:'Montserrat',sans-serif}\n@import url('https:\/\/fonts.googleapis.com\/css2?family=Montserrat:wght@600;700;800&family=Poppins:wght@400;500;600&display=swap');<\/p>\n<p>* {margin:0;padding:0;box-sizing:border-box}\n.dbi-art-e385b1 .article-header h1, .dbi-art-e385b1 h2, .dbi-art-e385b1 h3, .dbi-art-e385b1 h4, .dbi-art-e385b1 .stat-number {font-family:var(--m)}\n.dbi-art-e385b1 {font-family:'Poppins',sans-serif;line-height:1.9;color:#333;background:#f8f9fa}\n.dbi-art-e385b1 .container {max-width:920px;margin:0 auto;padding:20px}\n.dbi-art-e385b1 .article-header, .dbi-art-e385b1 .comparison-table th {background:linear-gradient(135deg,var(--p),var(--b));color:#fff}\n.dbi-art-e385b1 .article-header {padding:60px 20px;text-align:center;border-radius:0 0 30px 30px;margin-bottom:40px}\n.dbi-art-e385b1 .article-category {display:inline-block;background:rgba(255,255,255,.2);padding:8px 20px;border-radius:25px;font-size:.9rem;margin-bottom:20px}\n.dbi-art-e385b1 .article-header h1 {font-size:2.2rem;margin-bottom:20px}\n.dbi-art-e385b1 .subtitle {font-size:1.05rem;opacity:.95;max-width:720px;margin:0 auto}\n.dbi-art-e385b1 .intro-paragraph {font-size:1.1rem;color:#555;padding:28px;background:#fff;border-radius:15px;border-left:5px solid var(--p);margin-bottom:40px}\n.dbi-art-e385b1 h2 {color:var(--p);font-size:1.9rem;margin:50px 0 22px;padding-bottom:12px;border-bottom:3px solid var(--t)}\n.dbi-art-e385b1 h3 {color:var(--b);font-size:1.35rem;margin:34px 0 14px}\n.dbi-art-e385b1 h4 {color:var(--p);margin-bottom:10px;font-size:1.15rem}\n.dbi-art-e385b1 p {margin-bottom:20px;text-align:justify;font-size:1.02rem}\n.dbi-art-e385b1 ul, .dbi-art-e385b1 ol {margin:0 0 20px 28px}\n.dbi-art-e385b1 li {margin-bottom:8px;font-size:1.02rem}\n.dbi-art-e385b1 .highlight-box {background:linear-gradient(135deg,var(--t),#d0f0f2);padding:28px;border-radius:15px;margin:28px 0}\n.dbi-art-e385b1 .highlight-box h4, .dbi-art-e385b1 .tip-box h4, .dbi-art-e385b1 .method-card.teal h4 {color:var(--b)}\n.dbi-art-e385b1 .tip-box {background:linear-gradient(135deg,var(--y),#ffe88a);padding:24px;border-radius:15px;margin:24px 0}\n.dbi-art-e385b1 .warning-box {background:linear-gradient(135deg,#fde8ee,#fcc8d6);padding:24px;border-radius:15px;margin:24px 0;border-left:5px solid var(--r)}\n.dbi-art-e385b1 .warning-box h4 {color:var(--r)}\n.dbi-art-e385b1 .stats-grid {display:grid;grid-template-columns:repeat(3,1fr);gap:18px;margin:28px 0}\n.dbi-art-e385b1 .stat-card, .dbi-art-e385b1 .faq-item, .dbi-art-e385b1 .method-card, .dbi-art-e385b1 .comparison-table td {background:#fff}\n.dbi-art-e385b1 .stat-card {padding:24px;border-radius:15px;text-align:center}\n.dbi-art-e385b1 .stat-number {font-size:2.4rem;font-weight:800;color:var(--p);display:block}\n.dbi-art-e385b1 .stat-label {color:#666;font-size:.88rem;margin-top:8px}\n.dbi-art-e385b1 .comparison-table {width:100%;border-collapse:collapse;margin:28px 0;border-radius:15px;overflow:hidden}\n.dbi-art-e385b1 .comparison-table th {padding:14px 18px;text-align:left}\n.dbi-art-e385b1 .comparison-table td {padding:13px 18px;border-bottom:1px solid #f0f0ff;vertical-align:top}\n.dbi-art-e385b1 .comparison-table tr:nth-child(even) td {background:#f8f8ff}\n.dbi-art-e385b1 .method-card {border-radius:15px;padding:24px;margin:20px 0;border-left:4px solid var(--p)}\n.dbi-art-e385b1 .method-card.teal {border-left-color:var(--t)}\n.dbi-art-e385b1 .method-card.rose {border-left-color:var(--r)}\n.dbi-art-e385b1 .method-card.yellow {border-left-color:var(--y);border-top:3px solid var(--y)}\n.dbi-art-e385b1 .method-card.rose h4 {color:var(--r)}\n.dbi-art-e385b1 .conclusion {background:linear-gradient(135deg,#f5f7fa,#e8e8ff);padding:38px;border-radius:20px;margin-top:45px}\n.dbi-art-e385b1 .conclusion h2 {border-bottom:none;margin-top:0}\n.dbi-art-e385b1 .faq-item {border-radius:15px;padding:22px 28px;margin:14px 0;border-left:4px solid var(--t)}\n.dbi-art-e385b1 .faq-item h3 {color:var(--p);margin:0 0 10px;font-size:1.08rem}\n.dbi-art-e385b1 .faq-item p {margin:0;color:#555}\n.dbi-art-e385b1 a {color:var(--p)}\n@media(max-width:768px) {\n.dbi-art-e385b1 .article-header h1 {font-size:1.7rem}\n.dbi-art-e385b1 .stats-grid {grid-template-columns:1fr}\n.dbi-art-e385b1 h2 {font-size:1.5rem}\n.dbi-art-e385b1 .comparison-table {font-size:.9rem}\n}<\/p>\n<\/style>\n<div class=\"dbi-art-e385b1\">\n<article>\n<header class=\"article-header\">\n<div class=\"article-category\">\ud83e\udde0 Cognitive stimulation \u2014 Children &#038; teenagers<\/div>\n<h1>Strengthening memory and concentration before the new school year: the complete guide for parents<\/h1>\n<pee class=\"subtitle\">Faltering memory, dwindling attention, disorganized planning: all parents know that moment when, a few weeks before returning to class, they wonder if the summer has erased everything that was learned the previous year. This complete guide provides you with the method, exercises, and benchmarks to approach the new school year in top cognitive shape.<\/pee>\n<\/header>\n<div class=\"container\">\n<div class=\"intro-paragraph\">After two months of summer, many parents notice that their children struggle to refocus on tasks that seemed simple in June. This is a perfectly normal phenomenon, documented by research in cognitive sciences under the name of &#8220;summer slide&#8221;. Working memory, sustained attention, processing speed, school routines: all these functions dull when they are not regularly engaged. The good news is that they reactivate as quickly as they fade. Three to four weeks of gradual re-engagement are enough to put your child in the best position. This guide will accompany you step by step.<\/div>\n<div class=\"stats-grid\">\n<div class=\"stat-card\"><span class=\"stat-number\">2 months<\/span><\/p>\n<div class=\"stat-label\">of school inactivity are enough to cause a measurable decline in acquired skills<\/div>\n<\/div>\n<div class=\"stat-card\"><span class=\"stat-number\">30%<\/span><\/p>\n<div class=\"stat-label\">average increase in concentration with 4 weeks of daily cognitive training<\/div>\n<\/div>\n<div class=\"stat-card\"><span class=\"stat-number\">3-4 weeks<\/span><\/p>\n<div class=\"stat-label\">the ideal duration of a re-engagement before the start of the school year for lasting results<\/div>\n<\/div>\n<\/div>\n<h2>Why anticipate the start of school rather than endure it<\/h2>\n<pee>The period between summer vacation and returning to class is often experienced in a form of denial. We tell ourselves that we will have time, that it will only take a few days to get back into it, that we shouldn&#8217;t waste vacation time with &#8220;schoolwork&#8221;. But this avoidance strategy has a measurable cost: a child who returns to class without cognitive preparation endures the first weeks instead of experiencing them. For students approaching a pivotal year (entering 6th grade, 10th grade, 12th grade, or post-bac), participating in a <a href=\"https:\/\/www.cours-thales.fr\/tous-nos-stages-d-ete\/\">pre-school workshop<\/a> helps reconnect with the key concepts of the curriculum and regain a studious environment in a small group before the big plunge. This structured leveling, combined with personal cognitive work at home, acts as a buffer between summer and September. The child arrives in class with already several hours of effort behind them, awakened routines, and above all, regained confidence \u2014 they remember that they &#8220;know how to do it&#8221;.<\/pee>\n<pee>Anticipation has three major benefits. The first is cognitive: we reactivate the dormant functions (memory, attention, processing speed) so that they are fully operational from day one. The second is emotional: the anxiety of returning to school, particularly intense for anxious or academically fragile students, decreases significantly when one knows that they have already started to prepare. The third is organizational: taking advantage of the end of summer to organize materials, schedules, and work methods avoids the panic of the second week of September.<\/pee>\n<h3>Three audiences, three different stakes<\/h3>\n<pee>Preparation for the start of school varies by age. For <strong>elementary school students<\/strong>, the challenge is consolidating the fundamentals (reading, writing, math) and resuming a school life rhythm \u2014 exercises should remain playful and involve a parent. For <strong>middle school students<\/strong>, the challenge shifts towards autonomy: knowing how to organize, manage multiple subjects, and cope with an increasing workload. For <strong>high school students<\/strong>, the pivotal year (10th, 11th, 12th grade) requires more intensive preparation, both on content and work methods. It is in this context that structured small group workshops find their full utility.<\/pee>\n<h2>Why cognitive skills dull during the summer<\/h2>\n<pee>The brain functions like a muscle: it needs to be regularly engaged to maintain its performance. During the school year, the child or adolescent engages in activities that constantly mobilize their cognitive functions \u2014 listening to an explanation, taking notes, memorizing a lesson, recalling reasoning, organizing their homework. All of this abruptly disappears at the end of June. Vacations bring their share of essential benefits (rest, play, social connection, exploration), but they leave a whole range of school routines dormant.<\/pee>\n<pee>Research in neuroscience shows that neural circuits that are not activated lose efficiency. This is the principle of &#8220;use it or lose it&#8221;: what we do not use, we lose, at least partially. This does not mean that learning disappears \u2014 the child who knows how to read in June will still know how to read in September. But fluidity, speed of access, ease of chaining mental operations, all of this needs to be reactivated.<\/pee>\n<h3>The cognitive functions most affected by the summer break<\/h3>\n<pee>Not all cognitive functions are affected in the same way. Vocabulary and general knowledge remain stable even after a prolonged break. Other functions, however, degrade more quickly.<\/pee>\n<pee><strong>Working memory<\/strong> is the first to be affected. It is the ability to temporarily hold and manipulate information to solve a task: remembering an instruction while executing it, doing mental multiplication, following an oral explanation. This function is extremely sensitive to lack of training.<\/pee>\n<pee><strong>Processing speed<\/strong> also slows down. A child who quickly completed mental math exercises in June will take two to three times longer in September. It\u2019s not that they have forgotten \u2014 it\u2019s that the reflex has lost its automaticity.<\/pee>\n<pee><strong>Sustained attention<\/strong> also decreases. During the summer, stimuli are short and fragmented. Resuming long reading or following a thirty-minute demonstration requires an effort that the brain has unlearned to provide.<\/pee>\n<pee>Finally, <strong>organization and executive functions<\/strong> \u2014 planning, prioritizing, managing time \u2014 are little engaged during vacations. Yet these are precisely the functions that make the difference between a student who &#8220;manages&#8221; their return and a student who gets overwhelmed.<\/pee>\n<\/div>\n<div class=\"highlight-box\">\n<h4>\ud83e\udde0 Did you know? The &#8220;summer slide&#8221;<\/h4>\n<pee>The phenomenon of summer slide has been studied since the 1990s. American research suggests that a child can lose the equivalent of several weeks of learning in certain academic skills during the holidays, particularly in mathematics and spelling. This regression is significantly reduced when the child maintains regular cognitive activity, even light, during the summer. The key is not intensity, but regularity.<\/pee>\n<\/div>\n<h2>Identifying signals that indicate a difficult return<\/h2>\n<pee>Before implementing a re-entry plan, it is important to know where your child stands. Here are the most common signals observed in children and adolescents at the end of summer:<\/pee>\n<ul>\n<li>Difficulty concentrating for more than fifteen or twenty minutes on a task, even a playful one.<\/li>\n<li>Quick forgetting of instructions: it takes repeating the same thing three times for it to be executed.<\/li>\n<li>Hesitant sentences, lack of words, difficulty formulating a precise idea.<\/li>\n<li>Reading becomes laborious: the child stumbles over words they read fluently in June.<\/li>\n<li>Mental calculation much slower than at the end of the school year.<\/li>\n<li>Irritability in response to any request that requires mental effort.<\/li>\n<li>Disrupted sleep: going to bed late, waking up late, diffuse fatigue in the middle of the day.<\/li>\n<\/ul>\n<pee>The presence of several of these signals should not be dramatized \u2014 it is the case for a large majority of children at the end of August. But it indicates that active re-entry is necessary. It is important to distinguish between transient and reversible summer cognitive fatigue and deeper cognitive difficulties that could reveal a learning disorder. If the signs persist beyond the first three or four weeks of school, despite a resumed school life, regular sleep, and cognitive re-entry, it may be relevant to consult a professional.<\/pee>\n<div class=\"warning-box\">\n<h4>\u26a0\ufe0f Absolutely to avoid<\/h4>\n<pee>Do not compare your child at the end of summer to your child in May or June. The contrast is misleading and can generate parental anxiety that is transmitted to the child. Instead, compare your child to themselves at the beginning of the holidays: if the trend is downward, it is normal and correctable. If it stagnates or progresses despite the absence of school, it is a positive signal.<\/pee>\n<\/div>\n<h2>The four pillars of successful cognitive re-entry<\/h2>\n<pee>An effective preparation for the new school year is based on four complementary pillars. None is sufficient on its own; it is their combination that produces the best results. Working on just one of these pillars while neglecting the others is like building a house on an incomplete foundation \u2014 solid on one side, fragile on the other.<\/pee>\n<div class=\"method-card\">\n<h4>Pillar 1 \u2014 Memory<\/h4>\n<pee>Working memory, long-term memory, procedural memory: all these forms of memory are developed through spaced repetition and diverse stimuli. The goal is not to review the entire curriculum from the previous year, but to awaken memorization automatism. Fifteen to twenty minutes a day of memory games, mind maps to reconstruct, or series of numbers or words to remember is enough to get the ball rolling.<\/pee>\n<\/div>\n<div class=\"method-card teal\">\n<h4> pillar 2 \u2014 Attention and concentration<\/h4>\n<pee> Sustained attention is developed by gradually increasing the duration of continuous tasks. If your child can only focus for ten minutes at the beginning of August, set the goal of fifteen minutes by mid-August, twenty minutes by the end of August, and twenty-five minutes during the week of the return to school. The progression should be regular but gentle. Exercises in divided attention (managing two tasks simultaneously) and selective attention (filtering out noise) complement the work on pure concentration.<\/pee>\n<\/div>\n<div class=\"method-card rose\">\n<h4> pillar 3 \u2014 Executive functions<\/h4>\n<pee> Planning, organizing, anticipating, prioritizing: these skills make the difference between a student who &#8220;manages&#8221; and a student who is overwhelmed. To strengthen them, you can involve the child in planning the week, entrust them with the responsibility of preparing their backpack the night before, and ask them to create their own list of supplies they will need. These structured micro-decisions reinforce the prefrontal circuits that govern organization.<\/pee>\n<\/div>\n<div class=\"method-card yellow\">\n<h4>Pillar 4 \u2014 Language and reasoning<\/h4>\n<pee>Daily reading, free writing, in-depth conversations, word and logic games: language and reasoning can be practiced everywhere, without notebooks or screens. An evening reading, a debate at the table on a current topic, a demanding board game (chess, scrabble, riddles) naturally and pleasantly maintain these functions.<\/pee>\n<\/div>\n<h2>The program week by week to prepare for the new school year<\/h2>\n<pee>Here is a structured program over four weeks, to be adapted according to your child&#8217;s age and level. The idea is to gradually increase the load, so that the return to school itself is just a natural continuation of the cognitive effort already established.<\/pee>\n<h3>Week 1 \u2014 Gentle awakening<\/h3>\n<pee>The goal of the first week is to rekindle the child&#8217;s taste for cognitive effort without rushing them. We stay in the playful realm: demanding board games (chess, checkers, scrabble, dixit), small logic games on paper or tablet, enjoyable reading of a book chosen by the child. Fifteen to twenty minutes a day is sufficient. It is also the time to start the transition from sleep: if the child goes to bed at midnight, bring them to 11:30 PM this week. Small step, but constant.<\/pee>\n<h3>Week 2 \u2014 Progressive structuring<\/h3>\n<pee>We move on to more structured exercises: thirty minutes a day, ideally split into two sessions of fifteen minutes to avoid fatigue. This is the right time to introduce specific exercises for the subjects that will pose problems in September \u2014 mathematics, French, foreign language. Cognitive stimulation applications like COCO (for children aged 5 to 10) or CLINT (for older ones) offer calibrated and progressive exercises that fit perfectly into this second week.<\/pee>\n<h3>Week 3 \u2014 Increasing intensity<\/h3>\n<pee>Forty to forty-five minutes a day, in two or three short sessions. It is also during this week that a pre-school stage becomes particularly useful, especially for students entering an important class. The courses offered by Cours Thal\u00e8s, for example, allow students to regain a studious environment for five days, supervised by specialist teachers, with a reduced number of students that promotes individualized progress. The intensive format over a week is particularly effective for reactivating school routines.<\/pee>\n<h3>Week 4 \u2014 Consolidation<\/h3>\n<pee>Last week before the new school year: we no longer seek to learn anything new, but to consolidate what has been re-established. Shorter sessions (twenty to thirty minutes), focused on what still poses difficulty. It is also the week when we definitively establish the sleep rhythm for the new school year: bedtime at 9 PM for primary school students, 10 PM for middle school students, 10:30 PM for high school students. In the morning, we wake up at school time \u2014 even if it means letting the child linger afterwards, the important thing is that the wake-up returns to its rhythm.<\/pee>\n<div class=\"tip-box\">\n<h4>\ud83d\udca1 The secret: regularity rather than intensity<\/h4>\n<pee>Thirty minutes a day for twenty-eight days produce infinitely more effects than seven concentrated hours in one day. The brain consolidates its learning during sleep \u2014 hence the importance of spreading the effort over time. Better to have a short daily session than a big session on the weekend.<\/pee>\n<\/div>\n<h2>Specific exercises to stimulate memory<\/h2>\n<pee>Memory is undoubtedly the simplest function to train at home, as it lends itself to many games that do not resemble &#8220;work.&#8221; Here is a selection of exercises, categorized by age.<\/pee>\n<h3>For children aged 6 to 10<\/h3>\n<pee>At this age, the child trains their memory in short, playful activities that do not exceed ten to fifteen minutes. The <strong>classic memory game<\/strong> remains an excellent exercise: cards are laid face down, and the child must find pairs by memorizing their positions. The number of pairs can be gradually increased. The <strong>Kim game<\/strong> involves presenting about ten objects on a tray, allowing the child to observe them for thirty seconds, then covering the tray and asking them to name the objects from memory. It can be made more challenging by secretly removing one object and asking which one is missing. <strong>Songs and nursery rhymes<\/strong> to memorize engage both verbal memory and melodic memory.<\/pee>\n<h3>For children aged 11 to 14<\/h3>\n<pee>The middle school student can tackle more demanding exercises. The <strong>method of loci<\/strong> (or memory palace), inherited from ancient orators, involves associating each piece of information to memorize with a familiar place (the rooms of the house, for example). It is an excellent tool for memorizing historical dates, grammar rules, or math formulas. <strong>Mind maps<\/strong> to reconstruct from memory after studying them train both visual memory and logical structuring simultaneously. <strong>Retention games with series<\/strong> (numbers, letters, words) with direct recall followed by reverse recall specifically work on working memory.<\/pee>\n<h3>For high school students<\/h3>\n<pee>The exercises here resemble techniques used in revision. <strong>Spaced repetition<\/strong> (Leitner system, apps like Anki) involves reviewing information at increasing intervals to fix it durably. It is the most effective method for memorizing vocabulary, dates, and definitions. The <strong>Feynman technique<\/strong> (explaining a concept as if to a ten-year-old) forces the brain to clarify what it has actually understood. <strong>Summary sheets<\/strong> reconstructed from memory, without looking at the course material, are an excellent exercise for active memory.<\/pee>\n<h2>How to strengthen attention and concentration<\/h2>\n<pee>If memory is a relatively passive function (we store, we retrieve), attention is an active function: it is the effort to focus mental resources on a specific task while filtering distractions.<\/pee>\n<h3>Sustained attention: maintaining focus over time<\/h3>\n<pee>Sustained attention is the ability to maintain concentration on a single task for an extended period. We start by identifying the child&#8217;s current attention span, then gradually increase it in five-minute increments every two or three days. Effective exercises include silent reading of suitable books (starting from fifteen minutes for younger children, twenty-five minutes for middle schoolers, forty minutes for high schoolers), careful copying of a text without errors, games of differences between two very similar images, sudokus, and increasingly difficult logic grids.<\/pee>\n<h3>Selective attention: filtering distractions<\/h3>\n<pee>Selective attention involves ignoring irrelevant stimuli. This ability is increasingly degraded in children who are constantly exposed to screens. To strengthen it: exercises searching for items in busy images (&#8220;find and seek&#8221;), blocking exercises (crossing out all the &#8220;e&#8221; letters in a text), dictations of numbers with instructions (&#8220;only note the even numbers&#8221;).<\/pee>\n<h3>Divided attention: managing multiple tasks<\/h3>\n<pee>Divided attention allows for simultaneously managing two tasks that each require cognitive effort. This is essential in class (listening to the teacher while taking notes). To train it: counting backward while walking along a path, or reciting a list of words while performing simple calculations.<\/pee>\n<h2>Organization and executive functions<\/h2>\n<pee>Executive functions are the orchestra of the brain: they coordinate other cognitive functions to produce effective and appropriate action. Three key skills to work on.<\/pee>\n<pee><strong>Planning<\/strong> involves anticipating the necessary steps to achieve a goal. This skill is developed by presenting the child with challenges that require sequencing: preparing a cake independently by reading the recipe, assembling a simple piece of furniture, organizing an afternoon with several activities to follow.<\/pee>\n<pee><strong>Inhibition<\/strong> is the ability to curb an impulsive response. It allows for proofreading before submitting a paper, not rushing to the first solution that comes to mind. Games that require inhibition (Simon says, the &#8220;neither yes nor no&#8221; game) strengthen this essential function.<\/pee>\n<pee><strong>Mental flexibility<\/strong> allows for changing strategies when the first one does not work. To work on it: changing rules in the middle of a game, asking to solve a problem in several different ways, alternating types of exercises during a session.<\/pee>\n<h2>The central role of sleep<\/h2>\n<pee>No amount of cognitive training will be effective if the child lacks sleep. It is during the night, particularly during REM and deep sleep phases, that the brain consolidates learning, creates new neural connections, and cleans up metabolic waste accumulated during the day. A sleep-deprived child memorizes three to four times less effectively and sustains attention for much shorter periods.<\/pee>\n<pee>Needs vary by age:<\/pee>\n<ul>\n<li><strong>6-9 years<\/strong>: 10 to 11 hours of sleep per night.<\/li>\n<li><strong>10-13 years<\/strong>: 9 to 10 hours.<\/li>\n<li><strong>14-17 years<\/strong>: 8 to 10 hours (teenagers often have underestimated needs).<\/li>\n<li><strong>18 years and older<\/strong>: 7 to 9 hours.<\/li>\n<\/ul>\n<pee>During vacations, many teenagers shift their sleep cycle by several hours. Going to bed at 1 AM, getting up at 11 AM, they settle into a rhythm that resembles a permanent jet lag. However, returning to a normal school rhythm requires at least ten to fifteen days of adjustment. If this work is not started before the school year begins, the first two weeks of September will be disastrous in terms of attention and learning.<\/pee>\n<div class=\"warning-box\">\n<h4>\u26a0\ufe0f The trap of screens before bedtime<\/h4>\n<pee>The blue light emitted by screens (smartphones, tablets, computers, televisions) inhibits the production of melatonin, the sleep hormone. A teenager who looks at their phone until midnight will have a delayed sleep onset of thirty to sixty minutes on average. Enforcing a screen ban one hour before bedtime is probably the single most effective measure to improve your child&#8217;s sleep \u2014 and therefore their cognition.<\/pee>\n<\/div>\n<h2>Nutrition and physical activity: the forgotten pillars<\/h2>\n<pee>There is a lot of talk about cognitive exercises, but less about what nourishes the brain in the literal sense. However, two factors have a considerable influence on cognitive performance.<\/pee>\n<pee>The brain alone consumes about 20% of the body&#8217;s total energy, even though it only represents 2% of body weight. Three simple principles regarding <strong>nutrition<\/strong>:<\/pee>\n<ul>\n<li>A substantial breakfast: proteins, complex carbohydrates, fruits. No sugary cereals that cause a glycemic spike followed by a crash two hours later.<\/li>\n<li>Regular omega-3s: fatty fish (twice a week), nuts, flaxseeds. These fatty acids are essential for neuronal function.<\/li>\n<li>Sufficient hydration: even mild dehydration degrades cognitive performance by 10 to 15%.<\/li>\n<\/ul>\n<pee>Regarding <strong>physical activity<\/strong>, moving improves cognitive performance in the very short term: thirty minutes of moderate-intensity activity immediately increases cerebral blood flow, brain oxygenation, and the release of neurotransmitters favorable to learning. In the long term, regular physical activity promotes neurogenesis, particularly in the hippocampus, a key structure for memory. During the weeks leading up to the school year, maintaining at least one hour of physical activity per day is an achievable goal: walking, biking, playing ball with family, swimming.<\/pee>\n<h2>Digital tools for cognitive stimulation<\/h2>\n<pee>Cognitive stimulation applications have seen considerable development in recent years. When well chosen and used correctly, they effectively complement paper exercises and traditional games.<\/pee>\n<pee>They offer several advantages: a <strong>calibrated progression<\/strong> (difficulty adapts to the child&#8217;s performance to stay within the ideal learning zone), <strong>immediate feedback<\/strong> on results, and a <strong>diversification<\/strong> of exercises that paper games cannot offer.<\/pee>\n<pee>But not all uses are equal. The first trap: confusing serious cognitive applications with classic video games. An application should have been designed with specialists (speech therapists, neuropsychologists) and offer real progression. The second trap: prolonged use. Better to have two sessions of fifteen minutes than thirty minutes in a row. The third trap: the all-digital approach. Screens should not replace reading, drawing, board games, or conversations.<\/pee>\n<pee>The most effective integration consists of setting a regular schedule (for example, mid-morning), a specific duration (twenty minutes), and a quantified goal (complete three exercises in the session).<\/pee>\n<h2>Preparing the workspace and materials<\/h2>\n<pee>The return to school is not only prepared in the child&#8217;s mind \u2014 it is also prepared physically, in the workspace and school materials.<\/pee>\n<pee>A good <strong>workspace<\/strong> follows a few simple principles. It is <strong>dedicated<\/strong>: nothing else is done there but work (no toys, no console). It is <strong>quiet<\/strong>: away from traffic, without a television in the background. It is <strong>well-lit<\/strong>: natural light during the day, directional lamp in the evening. It is <strong>organized<\/strong>: only the materials necessary for the current task are on the desk. This last rule is crucial for distracted children \u2014 a cluttered desk multiplies distracting cognitive stimuli.<\/pee>\n<pee>Regarding <strong>materials<\/strong>, a few quality supplies are better than a multitude of mediocre tools: a sturdy notebook, pens that glide well, an organized pencil case, a readable planner. A child who likes their tools enjoys using them more.<\/pee>\n<pee>Learning to use a <strong>planner<\/strong> is a key skill that cannot be improvised. Before the school year, you can familiarize the child with the tool by having them note their summer activities, upcoming birthdays, and appointments. For middle and high school students, introduce the &#8220;Daily To-Do list&#8221; method: each evening, list the tasks for the next day and prioritize them.<\/pee>\n<h2>Managing back-to-school anxiety<\/h2>\n<pee>For many children and teenagers, the return to school is not just a cognitive challenge \u2014 it is also an emotional challenge. Change of class, new teachers, new subjects, fear of failure, fear of peer judgment: the return to school concentrates all these sources of anxiety in just a few days. However, stress massively degrades cognitive performance.<\/pee>\n<pee>Back-to-school anxiety manifests in many ways: sleep disturbances, recurring stomach aches, irritability, withdrawal, refusal to talk about school, regression to younger behaviors. All these signs deserve to be taken seriously.<\/pee>\n<pee>Several strategies help to soothe anxiety without denying it. <strong>Verbalize<\/strong>: name the fears, validate them, normalize them (&#8220;it&#8217;s normal to be afraid, many children feel this way&#8221;). <strong>Visualize<\/strong>: have the child imagine the concrete unfolding of the return to school, step by step, to transform the unknown into the known. <strong>Prepare concretely<\/strong>: visit the school if the child is changing schools, scout the route, prepare clothes the night before. <strong>Reinforce confidence<\/strong>: remind the child of the challenges they have already overcome, their past successes, the skills they have acquired.<\/pee>\n<div class=\"highlight-box\">\n<h4>\ud83c\udf31 The start of the school year is a new beginning<\/h4>\n<pee>For the child who has had a difficult year, the start of the school year also represents an opportunity: new teachers, new possible classmates, a new dynamic. This positive dimension must be valued. \u201cLast year was tough. But this year, everything can be different.\u201d This simple phrase, said with sincerity, can do a great deal of good for a child who is dwelling on their failures.<\/pee>\n<\/div>\n<h2>When difficulties persist: recognizing the signals<\/h2>\n<pee>In the vast majority of cases, a well-thought-out restart is enough to prepare for the new school year. But sometimes, the difficulties encountered go beyond the scope of the \u201csummer slide\u201d and reveal an underlying cognitive disorder that requires specialized support. Certain signals, if they persist despite an active restart and several weeks of school, should lead to consulting a professional:<\/pee>\n<ul>\n<li>Persistent reading difficulties (excessive slowness, letter confusion, quick fatigue) that may suggest dyslexia.<\/li>\n<li>Massive and stable spelling problems despite efforts, which may indicate dysorthography.<\/li>\n<li>Disproportionate difficulties in calculation and mathematical logic compared to others, suggesting dyscalculia.<\/li>\n<li>Overwhelming attention problems, motor restlessness, impulsivity, which may relate to ADHD.<\/li>\n<li>Language difficulties (lack of words, poor syntax, misunderstanding of instructions) to explore with a speech therapist.<\/li>\n<\/ul>\n<pee>Several professionals can support a child with cognitive difficulties: the speech therapist for oral and written language disorders, the neuropsychologist to assess the overall cognitive profile, the school psychologist (free through the school) for an initial orientation assessment, and the psychomotor therapist for coordination and writing.<\/pee>\n<h2>FAQ \u2014 Questions that all parents ask<\/h2>\n<div class=\"faq-item\">\n<h3>At what age should we start preparing for the new school year?<\/h3>\n<pee>From kindergarten, we can introduce micro-routines (a little memory game, a story read before bed) that maintain cognitive engagement. Starting from primary school, a real restart three to four weeks before the new school year becomes useful. In middle and high school, it becomes almost essential, particularly before pivotal years.<\/pee>\n<\/div>\n<div class=\"faq-item\">\n<h3>How much time per day should be dedicated to the restart?<\/h3>\n<pee>For primary school children, twenty to thirty minutes a day is sufficient. In middle school, we can aim for forty-five minutes. In high school, one hour to one hour and thirty minutes. The key is not the raw duration but the regularity: it&#8217;s better to have a short daily session than a big session on the weekend.<\/pee>\n<\/div>\n<div class=\"faq-item\">\n<h3>My child refuses to work during the holidays. What should I do?<\/h3>\n<pee>Refusal is normal and understandable. Three levers work: transforming \u201cwork\u201d into play (demanding board games do not feel like work), associating effort with pleasure (reading a chosen book, watching an exciting documentary), and involving the child in the decision (letting them choose between several types of exercises). Forcing does not yield good results.<\/pee>\n<\/div>\n<div class=\"faq-item\">\n<h3>Are holiday workbooks useful?<\/h3>\n<pee>Moderately. They provide a reassuring structure for parents and a progression marker for the child. But their repetitive paper format quickly becomes tiresome, and their content is often poorly adapted to the child&#8217;s real difficulties. It&#8217;s better to diversify the materials: a bit of workbook, games, apps, readings.<\/pee>\n<\/div>\n<div class=\"faq-item\">\n<h3>Are pre-school year workshops worth the investment?<\/h3>\n<pee>For students in pivotal classes (entering 6th grade, 10th grade, 12th grade, post-bac), yes, in most cases. The intensive format over a week, in small groups, with specialist teachers, allows for targeted gaps to be filled and lost automatisms to be regained. Organizations like Cours Thal\u00e8s offer this type of workshop, particularly useful for anxious students who need reassurance before the new school year. For primary school students or intermediate classes without particular difficulties, working at home is generally sufficient.<\/pee>\n<\/div>\n<div class=\"faq-item\">\n<h3>Should we impose a strict rhythm or allow flexibility?<\/h3>\n<pee>A clear framework, yes; excessive rigidity, no. The ideal is to set a daily schedule (for example, 10:00-10:30 for the morning cognitive session) while allowing the child to choose the content (\u201ctoday, you can either do mental math or a logic exercise, it&#8217;s up to you\u201d). This autonomy of choice reinforces engagement.<\/pee>\n<\/div>\n<div class=\"faq-item\">\n<h3>My child is entering 6th grade and is very stressed. How can I help?<\/h3>\n<pee>Entering 6th grade is a major transition. Three support axes: demystifying middle school (visiting the school, explaining how it works, showing photos), preparing concretely (learning to use a planner, simulating a typical day, preparing the backpack several times), and working on the fundamentals that will be required from the first week (fluid reading, mental math, note-taking). A pre-school year workshop can greatly reassure these students.<\/pee>\n<\/div>\n<div class=\"faq-item\">\n<h3>When should we reduce screen time before the new school year?<\/h3>\n<pee>Not abruptly, but gradually. Two weeks before the new school year, we start to reduce daily screen time (smartphones, tablets, video games, television) by imposing screen-free periods (mornings, meals, an hour before bed). In the last week, we return to the school quota planned for the year. Abrupt at first, but the effect on sleep quality and concentration is immediate.<\/pee>\n<\/div>\n<h2>The action plan in ten points<\/h2>\n<pee>Here, in summary, are the ten concrete actions to implement to effectively prepare your child for the new school year:<\/pee>\n<ol>\n<li>Identify the child&#8217;s cognitive starting point (attention span, memory state, sleep) without dramatizing.<\/li>\n<li>Spread the restart over three to four weeks, never in a block at the last minute.<\/li>\n<li>Work on the four pillars in parallel: memory, attention, executive functions, language.<\/li>\n<li>Gradually advance bedtime, in fifteen-minute increments, starting two weeks before the new school year.<\/li>\n<li>Maintain an hour of daily physical activity, in one form or another.<\/li>\n<li>Care for nutrition: substantial breakfast, omega-3s, regular hydration.<\/li>\n<li>Combine varied materials: board games, reading, cognitive apps, written exercises.<\/li>\n<li>For pivotal classes, consider a structured pre-school year workshop in addition to home work.<\/li>\n<li>Set up a dedicated workspace, calm, organized, ready for the new school year.<\/li>\n<li>Verbalize and welcome the child&#8217;s emotions, without denying their fears or amplifying them.<\/li>\n<\/ol>\n<div class=\"conclusion\">\n<h2>A new school year is prepared, it is not endured<\/h2>\n<pee>Preparing for the new school year is not about turning the holidays into a period of forced work. It is about establishing, in the last weeks of summer, the cognitive and emotional conditions for a successful return to class. Memory, attention, sleep, nutrition, organization, and \u2014 for pivotal classes \u2014 a structured workshop: all these levers reinforce each other. The investment is modest: thirty to forty-five minutes a day, a regained sleep discipline, a prepared work environment. The benefit is considerable: a child who approaches the new school year with confidence, awakened automatisms, and an intact desire to learn. That is true academic success \u2014 not the grades obtained, but the conditions put in place to make them possible.<\/pee>\n<\/div>\n<\/div>\n<\/article>\n<\/div>\n<p>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n<p>[et_pb_code]<script type=\"application\/ld+json\">{\"@context\":\"https:\/\/schema.org\",\"@type\":\"FAQPage\",\"mainEntity\":[{\"@type\":\"Question\",\"name\":\"Qu'est-ce que le \u00ab summer slide \u00bb ou glissement estival ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Le \u00ab summer slide \u00bb ou glissement estival est un ph\u00e9nom\u00e8ne document\u00e9 par la recherche en sciences cognitives qui d\u00e9signe la d\u00e9t\u00e9rioration des capacit\u00e9s cognitives pendant les vacances d'\u00e9t\u00e9. Apr\u00e8s deux mois d'inactivit\u00e9 scolaire, les fonctions comme la m\u00e9moire de travail, l'attention soutenue, la vitesse de traitement et les automatismes scolaires s'\u00e9moussent quand elles ne sont pas sollicit\u00e9es r\u00e9guli\u00e8rement.\"}},{\"@type\":\"Question\",\"name\":\"Combien de temps faut-il pour que les enfants retrouvent leurs capacit\u00e9s cognitives apr\u00e8s l'\u00e9t\u00e9 ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Les capacit\u00e9s cognitives se r\u00e9activent aussi vite qu'elles s'estompent. Trois \u00e0 quatre semaines de remise en route progressive suffisent \u00e0 mettre votre enfant dans les meilleures dispositions pour la rentr\u00e9e scolaire.\"}},{\"@type\":\"Question\",\"name\":\"Quel est le pourcentage de gain de concentration possible avec un entra\u00eenement cognitif ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Avec 4 semaines d'entra\u00eenement cognitif quotidien, il est possible d'obtenir en moyenne 30% de gain de concentration, ce qui repr\u00e9sente une am\u00e9lioration significative des capacit\u00e9s attentionnelles.\"}},{\"@type\":\"Question\",\"name\":\"Pourquoi est-il recommand\u00e9 d'anticiper la rentr\u00e9e plut\u00f4t que de la subir ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Anticiper la rentr\u00e9e permet d'\u00e9viter le choc du retour en classe et de pr\u00e9parer progressivement l'enfant \u00e0 retrouver ses capacit\u00e9s cognitives. Cela \u00e9vite les difficult\u00e9s li\u00e9es \u00e0 la transition brutale entre les vacances et la reprise scolaire, permettant une adaptation plus douce et efficace.\"}},{\"@type\":\"Question\",\"name\":\"Quelles sont les principales fonctions cognitives affect\u00e9es par les vacances d'\u00e9t\u00e9 ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Les principales fonctions cognitives affect\u00e9es par les vacances d'\u00e9t\u00e9 sont : la m\u00e9moire de travail, l'attention soutenue, la vitesse de traitement de l'information et les automatismes scolaires. Toutes ces capacit\u00e9s peuvent s'\u00e9mousser apr\u00e8s deux mois d'inactivit\u00e9 scolaire.\"}},{\"@type\":\"Question\",\"name\":\"Quelle est la dur\u00e9e id\u00e9ale pour une remise en route cognitive avant la rentr\u00e9e ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"La dur\u00e9e id\u00e9ale d'une remise en route avant la rentr\u00e9e est de 3 \u00e0 4 semaines. Cette p\u00e9riode permet d'obtenir des r\u00e9sultats durables et de pr\u00e9parer efficacement l'enfant \u00e0 retrouver ses pleines capacit\u00e9s cognitives pour la nouvelle ann\u00e9e scolaire.\"}}]}<\/script>[\/et_pb_code]<\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":4,"featured_media":150367,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"[et_pb_section fb_built=\"1\" admin_label=\"Article HTML\" _builder_version=\"4.16\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_row admin_label=\"Contenu\" _builder_version=\"4.16\" width=\"100%\" max_width=\"100%\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_column type=\"4_4\" _builder_version=\"4.16\" global_colors_info=\"{}\"][et_pb_code admin_label=\"HTML import\u00e9\" _builder_version=\"4.16\" global_colors_info=\"{}\"]<style type=\"text\/css\">\n:root{--p:#5e5ed7;--b:#5268c9;--t:#a9e2e4;--r:#e73469;--y:#ffeca7;--m:'Montserrat',sans-serif}\n@import url('https:\/\/fonts.googleapis.com\/css2?family=Montserrat:wght@600;700;800&family=Poppins:wght@400;500;600&display=swap');\n\n* {margin:0;padding:0;box-sizing:border-box}\n.dbi-art-e385b1 .article-header h1, .dbi-art-e385b1 h2, .dbi-art-e385b1 h3, .dbi-art-e385b1 h4, .dbi-art-e385b1 .stat-number {font-family:var(--m)}\n.dbi-art-e385b1 {font-family:'Poppins',sans-serif;line-height:1.9;color:#333;background:#f8f9fa}\n.dbi-art-e385b1 .container {max-width:920px;margin:0 auto;padding:20px}\n.dbi-art-e385b1 .article-header, .dbi-art-e385b1 .comparison-table th {background:linear-gradient(135deg,var(--p),var(--b));color:#fff}\n.dbi-art-e385b1 .article-header {padding:60px 20px;text-align:center;border-radius:0 0 30px 30px;margin-bottom:40px}\n.dbi-art-e385b1 .article-category {display:inline-block;background:rgba(255,255,255,.2);padding:8px 20px;border-radius:25px;font-size:.9rem;margin-bottom:20px}\n.dbi-art-e385b1 .article-header h1 {font-size:2.2rem;margin-bottom:20px}\n.dbi-art-e385b1 .subtitle {font-size:1.05rem;opacity:.95;max-width:720px;margin:0 auto}\n.dbi-art-e385b1 .intro-paragraph {font-size:1.1rem;color:#555;padding:28px;background:#fff;border-radius:15px;border-left:5px solid var(--p);margin-bottom:40px}\n.dbi-art-e385b1 h2 {color:var(--p);font-size:1.9rem;margin:50px 0 22px;padding-bottom:12px;border-bottom:3px solid var(--t)}\n.dbi-art-e385b1 h3 {color:var(--b);font-size:1.35rem;margin:34px 0 14px}\n.dbi-art-e385b1 h4 {color:var(--p);margin-bottom:10px;font-size:1.15rem}\n.dbi-art-e385b1 p {margin-bottom:20px;text-align:justify;font-size:1.02rem}\n.dbi-art-e385b1 ul, .dbi-art-e385b1 ol {margin:0 0 20px 28px}\n.dbi-art-e385b1 li {margin-bottom:8px;font-size:1.02rem}\n.dbi-art-e385b1 .highlight-box {background:linear-gradient(135deg,var(--t),#d0f0f2);padding:28px;border-radius:15px;margin:28px 0}\n.dbi-art-e385b1 .highlight-box h4, .dbi-art-e385b1 .tip-box h4, .dbi-art-e385b1 .method-card.teal h4 {color:var(--b)}\n.dbi-art-e385b1 .tip-box {background:linear-gradient(135deg,var(--y),#ffe88a);padding:24px;border-radius:15px;margin:24px 0}\n.dbi-art-e385b1 .warning-box {background:linear-gradient(135deg,#fde8ee,#fcc8d6);padding:24px;border-radius:15px;margin:24px 0;border-left:5px solid var(--r)}\n.dbi-art-e385b1 .warning-box h4 {color:var(--r)}\n.dbi-art-e385b1 .stats-grid {display:grid;grid-template-columns:repeat(3,1fr);gap:18px;margin:28px 0}\n.dbi-art-e385b1 .stat-card, .dbi-art-e385b1 .faq-item, .dbi-art-e385b1 .method-card, .dbi-art-e385b1 .comparison-table td {background:#fff}\n.dbi-art-e385b1 .stat-card {padding:24px;border-radius:15px;text-align:center}\n.dbi-art-e385b1 .stat-number {font-size:2.4rem;font-weight:800;color:var(--p);display:block}\n.dbi-art-e385b1 .stat-label {color:#666;font-size:.88rem;margin-top:8px}\n.dbi-art-e385b1 .comparison-table {width:100%;border-collapse:collapse;margin:28px 0;border-radius:15px;overflow:hidden}\n.dbi-art-e385b1 .comparison-table th {padding:14px 18px;text-align:left}\n.dbi-art-e385b1 .comparison-table td {padding:13px 18px;border-bottom:1px solid #f0f0ff;vertical-align:top}\n.dbi-art-e385b1 .comparison-table tr:nth-child(even) td {background:#f8f8ff}\n.dbi-art-e385b1 .method-card {border-radius:15px;padding:24px;margin:20px 0;border-left:4px solid var(--p)}\n.dbi-art-e385b1 .method-card.teal {border-left-color:var(--t)}\n.dbi-art-e385b1 .method-card.rose {border-left-color:var(--r)}\n.dbi-art-e385b1 .method-card.yellow {border-left-color:var(--y);border-top:3px solid var(--y)}\n.dbi-art-e385b1 .method-card.rose h4 {color:var(--r)}\n.dbi-art-e385b1 .conclusion {background:linear-gradient(135deg,#f5f7fa,#e8e8ff);padding:38px;border-radius:20px;margin-top:45px}\n.dbi-art-e385b1 .conclusion h2 {border-bottom:none;margin-top:0}\n.dbi-art-e385b1 .faq-item {border-radius:15px;padding:22px 28px;margin:14px 0;border-left:4px solid var(--t)}\n.dbi-art-e385b1 .faq-item h3 {color:var(--p);margin:0 0 10px;font-size:1.08rem}\n.dbi-art-e385b1 .faq-item p {margin:0;color:#555}\n.dbi-art-e385b1 a {color:var(--p)}\n@media(max-width:768px) {\n.dbi-art-e385b1 .article-header h1 {font-size:1.7rem}\n.dbi-art-e385b1 .stats-grid {grid-template-columns:1fr}\n.dbi-art-e385b1 h2 {font-size:1.5rem}\n.dbi-art-e385b1 .comparison-table {font-size:.9rem}\n}\n\n<\/style>\n<div class=\"dbi-art-e385b1\">\n<article>\n<header class=\"article-header\">\n<div class=\"article-category\">\ud83e\udde0 Cognitive stimulation \u2014 Children & teenagers<\/div>\n<h1>Strengthening memory and concentration before the new school year: the complete guide for parents<\/h1>\n<p class=\"subtitle\">Faltering memory, dwindling attention, disorganized planning: all parents know that moment when, a few weeks before returning to class, they wonder if the summer has erased everything that was learned the previous year. This complete guide provides you with the method, exercises, and benchmarks to approach the new school year in top cognitive shape.<\/p>\n<\/header>\n<div class=\"container\">\n\n<div class=\"intro-paragraph\">After two months of summer, many parents notice that their children struggle to refocus on tasks that seemed simple in June. This is a perfectly normal phenomenon, documented by research in cognitive sciences under the name of \"summer slide\". Working memory, sustained attention, processing speed, school routines: all these functions dull when they are not regularly engaged. The good news is that they reactivate as quickly as they fade. Three to four weeks of gradual re-engagement are enough to put your child in the best position. This guide will accompany you step by step.<\/div>\n\n<div class=\"stats-grid\">\n<div class=\"stat-card\"><span class=\"stat-number\">2 months<\/span><div class=\"stat-label\">of school inactivity are enough to cause a measurable decline in acquired skills<\/div><\/div>\n<div class=\"stat-card\"><span class=\"stat-number\">30%<\/span><div class=\"stat-label\">average increase in concentration with 4 weeks of daily cognitive training<\/div><\/div>\n<div class=\"stat-card\"><span class=\"stat-number\">3-4 weeks<\/span><div class=\"stat-label\">the ideal duration of a re-engagement before the start of the school year for lasting results<\/div><\/div>\n<\/div>\n\n<h2>Why anticipate the start of school rather than endure it<\/h2>\n\n<p>The period between summer vacation and returning to class is often experienced in a form of denial. We tell ourselves that we will have time, that it will only take a few days to get back into it, that we shouldn't waste vacation time with \"schoolwork\". But this avoidance strategy has a measurable cost: a child who returns to class without cognitive preparation endures the first weeks instead of experiencing them. For students approaching a pivotal year (entering 6th grade, 10th grade, 12th grade, or post-bac), participating in a <a href=\"https:\/\/www.cours-thales.fr\/tous-nos-stages-d-ete\/\">pre-school workshop<\/a> helps reconnect with the key concepts of the curriculum and regain a studious environment in a small group before the big plunge. This structured leveling, combined with personal cognitive work at home, acts as a buffer between summer and September. The child arrives in class with already several hours of effort behind them, awakened routines, and above all, regained confidence \u2014 they remember that they \"know how to do it\".<\/p>\n\n<p>Anticipation has three major benefits. The first is cognitive: we reactivate the dormant functions (memory, attention, processing speed) so that they are fully operational from day one. The second is emotional: the anxiety of returning to school, particularly intense for anxious or academically fragile students, decreases significantly when one knows that they have already started to prepare. The third is organizational: taking advantage of the end of summer to organize materials, schedules, and work methods avoids the panic of the second week of September.<\/p>\n\n<h3>Three audiences, three different stakes<\/h3>\n\n<p>Preparation for the start of school varies by age. For <strong>elementary school students<\/strong>, the challenge is consolidating the fundamentals (reading, writing, math) and resuming a school life rhythm \u2014 exercises should remain playful and involve a parent. For <strong>middle school students<\/strong>, the challenge shifts towards autonomy: knowing how to organize, manage multiple subjects, and cope with an increasing workload. For <strong>high school students<\/strong>, the pivotal year (10th, 11th, 12th grade) requires more intensive preparation, both on content and work methods. It is in this context that structured small group workshops find their full utility.<\/p>\n\n<h2>Why cognitive skills dull during the summer<\/h2>\n\n<p>The brain functions like a muscle: it needs to be regularly engaged to maintain its performance. During the school year, the child or adolescent engages in activities that constantly mobilize their cognitive functions \u2014 listening to an explanation, taking notes, memorizing a lesson, recalling reasoning, organizing their homework. All of this abruptly disappears at the end of June. Vacations bring their share of essential benefits (rest, play, social connection, exploration), but they leave a whole range of school routines dormant.<\/p>\n\n<p>Research in neuroscience shows that neural circuits that are not activated lose efficiency. This is the principle of \"use it or lose it\": what we do not use, we lose, at least partially. This does not mean that learning disappears \u2014 the child who knows how to read in June will still know how to read in September. But fluidity, speed of access, ease of chaining mental operations, all of this needs to be reactivated.<\/p>\n\n<h3>The cognitive functions most affected by the summer break<\/h3>\n\n<p>Not all cognitive functions are affected in the same way. Vocabulary and general knowledge remain stable even after a prolonged break. Other functions, however, degrade more quickly.<\/p>\n\n<p><strong>Working memory<\/strong> is the first to be affected. It is the ability to temporarily hold and manipulate information to solve a task: remembering an instruction while executing it, doing mental multiplication, following an oral explanation. This function is extremely sensitive to lack of training.<\/p>\n\n<p><strong>Processing speed<\/strong> also slows down. A child who quickly completed mental math exercises in June will take two to three times longer in September. It\u2019s not that they have forgotten \u2014 it\u2019s that the reflex has lost its automaticity.<\/p>\n\n<p><strong>Sustained attention<\/strong> also decreases. During the summer, stimuli are short and fragmented. Resuming long reading or following a thirty-minute demonstration requires an effort that the brain has unlearned to provide.<\/p>\n\n<p>Finally, <strong>organization and executive functions<\/strong> \u2014 planning, prioritizing, managing time \u2014 are little engaged during vacations. Yet these are precisely the functions that make the difference between a student who \"manages\" their return and a student who gets overwhelmed.<\/p>\n\n<\/div>\n<div class=\"highlight-box\">\n<h4>\ud83e\udde0 Did you know? The \"summer slide\"<\/h4>\n<p>The phenomenon of summer slide has been studied since the 1990s. American research suggests that a child can lose the equivalent of several weeks of learning in certain academic skills during the holidays, particularly in mathematics and spelling. This regression is significantly reduced when the child maintains regular cognitive activity, even light, during the summer. The key is not intensity, but regularity.<\/p>\n<\/div>\n\n<h2>Identifying signals that indicate a difficult return<\/h2>\n\n<p>Before implementing a re-entry plan, it is important to know where your child stands. Here are the most common signals observed in children and adolescents at the end of summer:<\/p>\n\n<ul>\n<li>Difficulty concentrating for more than fifteen or twenty minutes on a task, even a playful one.<\/li>\n<li>Quick forgetting of instructions: it takes repeating the same thing three times for it to be executed.<\/li>\n<li>Hesitant sentences, lack of words, difficulty formulating a precise idea.<\/li>\n<li>Reading becomes laborious: the child stumbles over words they read fluently in June.<\/li>\n<li>Mental calculation much slower than at the end of the school year.<\/li>\n<li>Irritability in response to any request that requires mental effort.<\/li>\n<li>Disrupted sleep: going to bed late, waking up late, diffuse fatigue in the middle of the day.<\/li>\n<\/ul>\n\n<p>The presence of several of these signals should not be dramatized \u2014 it is the case for a large majority of children at the end of August. But it indicates that active re-entry is necessary. It is important to distinguish between transient and reversible summer cognitive fatigue and deeper cognitive difficulties that could reveal a learning disorder. If the signs persist beyond the first three or four weeks of school, despite a resumed school life, regular sleep, and cognitive re-entry, it may be relevant to consult a professional.<\/p>\n\n<div class=\"warning-box\">\n<h4>\u26a0\ufe0f Absolutely to avoid<\/h4>\n<p>Do not compare your child at the end of summer to your child in May or June. The contrast is misleading and can generate parental anxiety that is transmitted to the child. Instead, compare your child to themselves at the beginning of the holidays: if the trend is downward, it is normal and correctable. If it stagnates or progresses despite the absence of school, it is a positive signal.<\/p>\n<\/div>\n\n<h2>The four pillars of successful cognitive re-entry<\/h2>\n\n<p>An effective preparation for the new school year is based on four complementary pillars. None is sufficient on its own; it is their combination that produces the best results. Working on just one of these pillars while neglecting the others is like building a house on an incomplete foundation \u2014 solid on one side, fragile on the other.<\/p>\n\n<div class=\"method-card\">\n<h4>Pillar 1 \u2014 Memory<\/h4>\n<p>Working memory, long-term memory, procedural memory: all these forms of memory are developed through spaced repetition and diverse stimuli. The goal is not to review the entire curriculum from the previous year, but to awaken memorization automatism. Fifteen to twenty minutes a day of memory games, mind maps to reconstruct, or series of numbers or words to remember is enough to get the ball rolling.<\/p>\n<\/div>\n<div class=\"method-card teal\">\n<h4> pillar 2 \u2014 Attention and concentration<\/h4>\n<p> Sustained attention is developed by gradually increasing the duration of continuous tasks. If your child can only focus for ten minutes at the beginning of August, set the goal of fifteen minutes by mid-August, twenty minutes by the end of August, and twenty-five minutes during the week of the return to school. The progression should be regular but gentle. Exercises in divided attention (managing two tasks simultaneously) and selective attention (filtering out noise) complement the work on pure concentration.<\/p>\n<\/div>\n\n<div class=\"method-card rose\">\n<h4> pillar 3 \u2014 Executive functions<\/h4>\n<p> Planning, organizing, anticipating, prioritizing: these skills make the difference between a student who \"manages\" and a student who is overwhelmed. To strengthen them, you can involve the child in planning the week, entrust them with the responsibility of preparing their backpack the night before, and ask them to create their own list of supplies they will need. These structured micro-decisions reinforce the prefrontal circuits that govern organization.<\/p>\n<\/div>\n<div class=\"method-card yellow\">\n<h4>Pillar 4 \u2014 Language and reasoning<\/h4>\n<p>Daily reading, free writing, in-depth conversations, word and logic games: language and reasoning can be practiced everywhere, without notebooks or screens. An evening reading, a debate at the table on a current topic, a demanding board game (chess, scrabble, riddles) naturally and pleasantly maintain these functions.<\/p>\n<\/div>\n\n<h2>The program week by week to prepare for the new school year<\/h2>\n\n<p>Here is a structured program over four weeks, to be adapted according to your child's age and level. The idea is to gradually increase the load, so that the return to school itself is just a natural continuation of the cognitive effort already established.<\/p>\n\n<h3>Week 1 \u2014 Gentle awakening<\/h3>\n\n<p>The goal of the first week is to rekindle the child's taste for cognitive effort without rushing them. We stay in the playful realm: demanding board games (chess, checkers, scrabble, dixit), small logic games on paper or tablet, enjoyable reading of a book chosen by the child. Fifteen to twenty minutes a day is sufficient. It is also the time to start the transition from sleep: if the child goes to bed at midnight, bring them to 11:30 PM this week. Small step, but constant.<\/p>\n\n<h3>Week 2 \u2014 Progressive structuring<\/h3>\n\n<p>We move on to more structured exercises: thirty minutes a day, ideally split into two sessions of fifteen minutes to avoid fatigue. This is the right time to introduce specific exercises for the subjects that will pose problems in September \u2014 mathematics, French, foreign language. Cognitive stimulation applications like COCO (for children aged 5 to 10) or CLINT (for older ones) offer calibrated and progressive exercises that fit perfectly into this second week.<\/p>\n\n<h3>Week 3 \u2014 Increasing intensity<\/h3>\n\n<p>Forty to forty-five minutes a day, in two or three short sessions. It is also during this week that a pre-school stage becomes particularly useful, especially for students entering an important class. The courses offered by Cours Thal\u00e8s, for example, allow students to regain a studious environment for five days, supervised by specialist teachers, with a reduced number of students that promotes individualized progress. The intensive format over a week is particularly effective for reactivating school routines.<\/p>\n\n<h3>Week 4 \u2014 Consolidation<\/h3>\n\n<p>Last week before the new school year: we no longer seek to learn anything new, but to consolidate what has been re-established. Shorter sessions (twenty to thirty minutes), focused on what still poses difficulty. It is also the week when we definitively establish the sleep rhythm for the new school year: bedtime at 9 PM for primary school students, 10 PM for middle school students, 10:30 PM for high school students. In the morning, we wake up at school time \u2014 even if it means letting the child linger afterwards, the important thing is that the wake-up returns to its rhythm.<\/p>\n<div class=\"tip-box\">\n<h4>\ud83d\udca1 The secret: regularity rather than intensity<\/h4>\n<p>Thirty minutes a day for twenty-eight days produce infinitely more effects than seven concentrated hours in one day. The brain consolidates its learning during sleep \u2014 hence the importance of spreading the effort over time. Better to have a short daily session than a big session on the weekend.<\/p>\n<\/div>\n\n<h2>Specific exercises to stimulate memory<\/h2>\n\n<p>Memory is undoubtedly the simplest function to train at home, as it lends itself to many games that do not resemble \"work.\" Here is a selection of exercises, categorized by age.<\/p>\n\n<h3>For children aged 6 to 10<\/h3>\n\n<p>At this age, the child trains their memory in short, playful activities that do not exceed ten to fifteen minutes. The <strong>classic memory game<\/strong> remains an excellent exercise: cards are laid face down, and the child must find pairs by memorizing their positions. The number of pairs can be gradually increased. The <strong>Kim game<\/strong> involves presenting about ten objects on a tray, allowing the child to observe them for thirty seconds, then covering the tray and asking them to name the objects from memory. It can be made more challenging by secretly removing one object and asking which one is missing. <strong>Songs and nursery rhymes<\/strong> to memorize engage both verbal memory and melodic memory.<\/p>\n\n<h3>For children aged 11 to 14<\/h3>\n\n<p>The middle school student can tackle more demanding exercises. The <strong>method of loci<\/strong> (or memory palace), inherited from ancient orators, involves associating each piece of information to memorize with a familiar place (the rooms of the house, for example). It is an excellent tool for memorizing historical dates, grammar rules, or math formulas. <strong>Mind maps<\/strong> to reconstruct from memory after studying them train both visual memory and logical structuring simultaneously. <strong>Retention games with series<\/strong> (numbers, letters, words) with direct recall followed by reverse recall specifically work on working memory.<\/p>\n\n<h3>For high school students<\/h3>\n\n<p>The exercises here resemble techniques used in revision. <strong>Spaced repetition<\/strong> (Leitner system, apps like Anki) involves reviewing information at increasing intervals to fix it durably. It is the most effective method for memorizing vocabulary, dates, and definitions. The <strong>Feynman technique<\/strong> (explaining a concept as if to a ten-year-old) forces the brain to clarify what it has actually understood. <strong>Summary sheets<\/strong> reconstructed from memory, without looking at the course material, are an excellent exercise for active memory.<\/p>\n\n<h2>How to strengthen attention and concentration<\/h2>\n\n<p>If memory is a relatively passive function (we store, we retrieve), attention is an active function: it is the effort to focus mental resources on a specific task while filtering distractions.<\/p>\n\n<h3>Sustained attention: maintaining focus over time<\/h3>\n\n<p>Sustained attention is the ability to maintain concentration on a single task for an extended period. We start by identifying the child's current attention span, then gradually increase it in five-minute increments every two or three days. Effective exercises include silent reading of suitable books (starting from fifteen minutes for younger children, twenty-five minutes for middle schoolers, forty minutes for high schoolers), careful copying of a text without errors, games of differences between two very similar images, sudokus, and increasingly difficult logic grids.<\/p>\n\n<h3>Selective attention: filtering distractions<\/h3>\n\n<p>Selective attention involves ignoring irrelevant stimuli. This ability is increasingly degraded in children who are constantly exposed to screens. To strengthen it: exercises searching for items in busy images (\"find and seek\"), blocking exercises (crossing out all the \"e\" letters in a text), dictations of numbers with instructions (\"only note the even numbers\").<\/p>\n\n<h3>Divided attention: managing multiple tasks<\/h3>\n\n<p>Divided attention allows for simultaneously managing two tasks that each require cognitive effort. This is essential in class (listening to the teacher while taking notes). To train it: counting backward while walking along a path, or reciting a list of words while performing simple calculations.<\/p>\n\n<h2>Organization and executive functions<\/h2>\n\n<p>Executive functions are the orchestra of the brain: they coordinate other cognitive functions to produce effective and appropriate action. Three key skills to work on.<\/p>\n\n<p><strong>Planning<\/strong> involves anticipating the necessary steps to achieve a goal. This skill is developed by presenting the child with challenges that require sequencing: preparing a cake independently by reading the recipe, assembling a simple piece of furniture, organizing an afternoon with several activities to follow.<\/p>\n\n<p><strong>Inhibition<\/strong> is the ability to curb an impulsive response. It allows for proofreading before submitting a paper, not rushing to the first solution that comes to mind. Games that require inhibition (Simon says, the \"neither yes nor no\" game) strengthen this essential function.<\/p>\n\n<p><strong>Mental flexibility<\/strong> allows for changing strategies when the first one does not work. To work on it: changing rules in the middle of a game, asking to solve a problem in several different ways, alternating types of exercises during a session.<\/p>\n\n<h2>The central role of sleep<\/h2>\n\n<p>No amount of cognitive training will be effective if the child lacks sleep. It is during the night, particularly during REM and deep sleep phases, that the brain consolidates learning, creates new neural connections, and cleans up metabolic waste accumulated during the day. A sleep-deprived child memorizes three to four times less effectively and sustains attention for much shorter periods.<\/p>\n\n<p>Needs vary by age:<\/p>\n\n<ul>\n<li><strong>6-9 years<\/strong>: 10 to 11 hours of sleep per night.<\/li>\n<li><strong>10-13 years<\/strong>: 9 to 10 hours.<\/li>\n<li><strong>14-17 years<\/strong>: 8 to 10 hours (teenagers often have underestimated needs).<\/li>\n<li><strong>18 years and older<\/strong>: 7 to 9 hours.<\/li>\n<\/ul>\n\n<p>During vacations, many teenagers shift their sleep cycle by several hours. Going to bed at 1 AM, getting up at 11 AM, they settle into a rhythm that resembles a permanent jet lag. However, returning to a normal school rhythm requires at least ten to fifteen days of adjustment. If this work is not started before the school year begins, the first two weeks of September will be disastrous in terms of attention and learning.<\/p>\n<div class=\"warning-box\">\n<h4>\u26a0\ufe0f The trap of screens before bedtime<\/h4>\n<p>The blue light emitted by screens (smartphones, tablets, computers, televisions) inhibits the production of melatonin, the sleep hormone. A teenager who looks at their phone until midnight will have a delayed sleep onset of thirty to sixty minutes on average. Enforcing a screen ban one hour before bedtime is probably the single most effective measure to improve your child's sleep \u2014 and therefore their cognition.<\/p>\n<\/div>\n\n<h2>Nutrition and physical activity: the forgotten pillars<\/h2>\n\n<p>There is a lot of talk about cognitive exercises, but less about what nourishes the brain in the literal sense. However, two factors have a considerable influence on cognitive performance.<\/p>\n\n<p>The brain alone consumes about 20% of the body's total energy, even though it only represents 2% of body weight. Three simple principles regarding <strong>nutrition<\/strong>:<\/p>\n\n<ul>\n<li>A substantial breakfast: proteins, complex carbohydrates, fruits. No sugary cereals that cause a glycemic spike followed by a crash two hours later.<\/li>\n<li>Regular omega-3s: fatty fish (twice a week), nuts, flaxseeds. These fatty acids are essential for neuronal function.<\/li>\n<li>Sufficient hydration: even mild dehydration degrades cognitive performance by 10 to 15%.<\/li>\n<\/ul>\n\n<p>Regarding <strong>physical activity<\/strong>, moving improves cognitive performance in the very short term: thirty minutes of moderate-intensity activity immediately increases cerebral blood flow, brain oxygenation, and the release of neurotransmitters favorable to learning. In the long term, regular physical activity promotes neurogenesis, particularly in the hippocampus, a key structure for memory. During the weeks leading up to the school year, maintaining at least one hour of physical activity per day is an achievable goal: walking, biking, playing ball with family, swimming.<\/p>\n\n<h2>Digital tools for cognitive stimulation<\/h2>\n\n<p>Cognitive stimulation applications have seen considerable development in recent years. When well chosen and used correctly, they effectively complement paper exercises and traditional games.<\/p>\n\n<p>They offer several advantages: a <strong>calibrated progression<\/strong> (difficulty adapts to the child's performance to stay within the ideal learning zone), <strong>immediate feedback<\/strong> on results, and a <strong>diversification<\/strong> of exercises that paper games cannot offer.<\/p>\n\n<p>But not all uses are equal. The first trap: confusing serious cognitive applications with classic video games. An application should have been designed with specialists (speech therapists, neuropsychologists) and offer real progression. The second trap: prolonged use. Better to have two sessions of fifteen minutes than thirty minutes in a row. The third trap: the all-digital approach. Screens should not replace reading, drawing, board games, or conversations.<\/p>\n\n<p>The most effective integration consists of setting a regular schedule (for example, mid-morning), a specific duration (twenty minutes), and a quantified goal (complete three exercises in the session).<\/p>\n\n<h2>Preparing the workspace and materials<\/h2>\n\n<p>The return to school is not only prepared in the child's mind \u2014 it is also prepared physically, in the workspace and school materials.<\/p>\n\n<p>A good <strong>workspace<\/strong> follows a few simple principles. It is <strong>dedicated<\/strong>: nothing else is done there but work (no toys, no console). It is <strong>quiet<\/strong>: away from traffic, without a television in the background. It is <strong>well-lit<\/strong>: natural light during the day, directional lamp in the evening. It is <strong>organized<\/strong>: only the materials necessary for the current task are on the desk. This last rule is crucial for distracted children \u2014 a cluttered desk multiplies distracting cognitive stimuli.<\/p>\n\n<p>Regarding <strong>materials<\/strong>, a few quality supplies are better than a multitude of mediocre tools: a sturdy notebook, pens that glide well, an organized pencil case, a readable planner. A child who likes their tools enjoys using them more.<\/p>\n\n<p>Learning to use a <strong>planner<\/strong> is a key skill that cannot be improvised. Before the school year, you can familiarize the child with the tool by having them note their summer activities, upcoming birthdays, and appointments. For middle and high school students, introduce the \"Daily To-Do list\" method: each evening, list the tasks for the next day and prioritize them.<\/p>\n\n<h2>Managing back-to-school anxiety<\/h2>\n\n<p>For many children and teenagers, the return to school is not just a cognitive challenge \u2014 it is also an emotional challenge. Change of class, new teachers, new subjects, fear of failure, fear of peer judgment: the return to school concentrates all these sources of anxiety in just a few days. However, stress massively degrades cognitive performance.<\/p>\n\n<p>Back-to-school anxiety manifests in many ways: sleep disturbances, recurring stomach aches, irritability, withdrawal, refusal to talk about school, regression to younger behaviors. All these signs deserve to be taken seriously.<\/p>\n\n<p>Several strategies help to soothe anxiety without denying it. <strong>Verbalize<\/strong>: name the fears, validate them, normalize them (\"it's normal to be afraid, many children feel this way\"). <strong>Visualize<\/strong>: have the child imagine the concrete unfolding of the return to school, step by step, to transform the unknown into the known. <strong>Prepare concretely<\/strong>: visit the school if the child is changing schools, scout the route, prepare clothes the night before. <strong>Reinforce confidence<\/strong>: remind the child of the challenges they have already overcome, their past successes, the skills they have acquired.<\/p>\n<div class=\"highlight-box\">\n<h4>\ud83c\udf31 The start of the school year is a new beginning<\/h4>\n<p>For the child who has had a difficult year, the start of the school year also represents an opportunity: new teachers, new possible classmates, a new dynamic. This positive dimension must be valued. \u201cLast year was tough. But this year, everything can be different.\u201d This simple phrase, said with sincerity, can do a great deal of good for a child who is dwelling on their failures.<\/p>\n<\/div>\n\n<h2>When difficulties persist: recognizing the signals<\/h2>\n\n<p>In the vast majority of cases, a well-thought-out restart is enough to prepare for the new school year. But sometimes, the difficulties encountered go beyond the scope of the \u201csummer slide\u201d and reveal an underlying cognitive disorder that requires specialized support. Certain signals, if they persist despite an active restart and several weeks of school, should lead to consulting a professional:<\/p>\n\n<ul>\n<li>Persistent reading difficulties (excessive slowness, letter confusion, quick fatigue) that may suggest dyslexia.<\/li>\n<li>Massive and stable spelling problems despite efforts, which may indicate dysorthography.<\/li>\n<li>Disproportionate difficulties in calculation and mathematical logic compared to others, suggesting dyscalculia.<\/li>\n<li>Overwhelming attention problems, motor restlessness, impulsivity, which may relate to ADHD.<\/li>\n<li>Language difficulties (lack of words, poor syntax, misunderstanding of instructions) to explore with a speech therapist.<\/li>\n<\/ul>\n\n<p>Several professionals can support a child with cognitive difficulties: the speech therapist for oral and written language disorders, the neuropsychologist to assess the overall cognitive profile, the school psychologist (free through the school) for an initial orientation assessment, and the psychomotor therapist for coordination and writing.<\/p>\n\n<h2>FAQ \u2014 Questions that all parents ask<\/h2>\n\n<div class=\"faq-item\">\n<h3>At what age should we start preparing for the new school year?<\/h3>\n<p>From kindergarten, we can introduce micro-routines (a little memory game, a story read before bed) that maintain cognitive engagement. Starting from primary school, a real restart three to four weeks before the new school year becomes useful. In middle and high school, it becomes almost essential, particularly before pivotal years.<\/p>\n<\/div>\n\n<div class=\"faq-item\">\n<h3>How much time per day should be dedicated to the restart?<\/h3>\n<p>For primary school children, twenty to thirty minutes a day is sufficient. In middle school, we can aim for forty-five minutes. In high school, one hour to one hour and thirty minutes. The key is not the raw duration but the regularity: it's better to have a short daily session than a big session on the weekend.<\/p>\n<\/div>\n\n<div class=\"faq-item\">\n<h3>My child refuses to work during the holidays. What should I do?<\/h3>\n<p>Refusal is normal and understandable. Three levers work: transforming \u201cwork\u201d into play (demanding board games do not feel like work), associating effort with pleasure (reading a chosen book, watching an exciting documentary), and involving the child in the decision (letting them choose between several types of exercises). Forcing does not yield good results.<\/p>\n<\/div>\n\n<div class=\"faq-item\">\n<h3>Are holiday workbooks useful?<\/h3>\n<p>Moderately. They provide a reassuring structure for parents and a progression marker for the child. But their repetitive paper format quickly becomes tiresome, and their content is often poorly adapted to the child's real difficulties. It's better to diversify the materials: a bit of workbook, games, apps, readings.<\/p>\n<\/div>\n\n<div class=\"faq-item\">\n<h3>Are pre-school year workshops worth the investment?<\/h3>\n<p>For students in pivotal classes (entering 6th grade, 10th grade, 12th grade, post-bac), yes, in most cases. The intensive format over a week, in small groups, with specialist teachers, allows for targeted gaps to be filled and lost automatisms to be regained. Organizations like Cours Thal\u00e8s offer this type of workshop, particularly useful for anxious students who need reassurance before the new school year. For primary school students or intermediate classes without particular difficulties, working at home is generally sufficient.<\/p>\n<\/div>\n\n<div class=\"faq-item\">\n<h3>Should we impose a strict rhythm or allow flexibility?<\/h3>\n<p>A clear framework, yes; excessive rigidity, no. The ideal is to set a daily schedule (for example, 10:00-10:30 for the morning cognitive session) while allowing the child to choose the content (\u201ctoday, you can either do mental math or a logic exercise, it's up to you\u201d). This autonomy of choice reinforces engagement.<\/p>\n<\/div>\n\n<div class=\"faq-item\">\n<h3>My child is entering 6th grade and is very stressed. How can I help?<\/h3>\n<p>Entering 6th grade is a major transition. Three support axes: demystifying middle school (visiting the school, explaining how it works, showing photos), preparing concretely (learning to use a planner, simulating a typical day, preparing the backpack several times), and working on the fundamentals that will be required from the first week (fluid reading, mental math, note-taking). A pre-school year workshop can greatly reassure these students.<\/p>\n<\/div>\n\n<div class=\"faq-item\">\n<h3>When should we reduce screen time before the new school year?<\/h3>\n<p>Not abruptly, but gradually. Two weeks before the new school year, we start to reduce daily screen time (smartphones, tablets, video games, television) by imposing screen-free periods (mornings, meals, an hour before bed). In the last week, we return to the school quota planned for the year. Abrupt at first, but the effect on sleep quality and concentration is immediate.<\/p>\n<\/div>\n\n<h2>The action plan in ten points<\/h2>\n\n<p>Here, in summary, are the ten concrete actions to implement to effectively prepare your child for the new school year:<\/p>\n\n<ol>\n<li>Identify the child's cognitive starting point (attention span, memory state, sleep) without dramatizing.<\/li>\n<li>Spread the restart over three to four weeks, never in a block at the last minute.<\/li>\n<li>Work on the four pillars in parallel: memory, attention, executive functions, language.<\/li>\n<li>Gradually advance bedtime, in fifteen-minute increments, starting two weeks before the new school year.<\/li>\n<li>Maintain an hour of daily physical activity, in one form or another.<\/li>\n<li>Care for nutrition: substantial breakfast, omega-3s, regular hydration.<\/li>\n<li>Combine varied materials: board games, reading, cognitive apps, written exercises.<\/li>\n<li>For pivotal classes, consider a structured pre-school year workshop in addition to home work.<\/li>\n<li>Set up a dedicated workspace, calm, organized, ready for the new school year.<\/li>\n<li>Verbalize and welcome the child's emotions, without denying their fears or amplifying them.<\/li>\n<\/ol>\n\n<div class=\"conclusion\">\n<h2>A new school year is prepared, it is not endured<\/h2>\n<p>Preparing for the new school year is not about turning the holidays into a period of forced work. It is about establishing, in the last weeks of summer, the cognitive and emotional conditions for a successful return to class. Memory, attention, sleep, nutrition, organization, and \u2014 for pivotal classes \u2014 a structured workshop: all these levers reinforce each other. The investment is modest: thirty to forty-five minutes a day, a regained sleep discipline, a prepared work environment. The benefit is considerable: a child who approaches the new school year with confidence, awakened automatisms, and an intact desire to learn. That is true academic success \u2014 not the grades obtained, but the conditions put in place to make them possible.<\/p>\n<\/div>\n\n<\/div>\n<\/article>\n<\/div>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]\n\n[et_pb_code]<script type=\"application\/ld+json\">{\"@context\":\"https:\/\/schema.org\",\"@type\":\"FAQPage\",\"mainEntity\":[{\"@type\":\"Question\",\"name\":\"Qu'est-ce que le \u00ab summer slide \u00bb ou glissement estival ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Le \u00ab summer slide \u00bb ou glissement estival est un ph\u00e9nom\u00e8ne document\u00e9 par la recherche en sciences cognitives qui d\u00e9signe la d\u00e9t\u00e9rioration des capacit\u00e9s cognitives pendant les vacances d'\u00e9t\u00e9. Apr\u00e8s deux mois d'inactivit\u00e9 scolaire, les fonctions comme la m\u00e9moire de travail, l'attention soutenue, la vitesse de traitement et les automatismes scolaires s'\u00e9moussent quand elles ne sont pas sollicit\u00e9es r\u00e9guli\u00e8rement.\"}},{\"@type\":\"Question\",\"name\":\"Combien de temps faut-il pour que les enfants retrouvent leurs capacit\u00e9s cognitives apr\u00e8s l'\u00e9t\u00e9 ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Les capacit\u00e9s cognitives se r\u00e9activent aussi vite qu'elles s'estompent. Trois \u00e0 quatre semaines de remise en route progressive suffisent \u00e0 mettre votre enfant dans les meilleures dispositions pour la rentr\u00e9e scolaire.\"}},{\"@type\":\"Question\",\"name\":\"Quel est le pourcentage de gain de concentration possible avec un entra\u00eenement cognitif ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Avec 4 semaines d'entra\u00eenement cognitif quotidien, il est possible d'obtenir en moyenne 30% de gain de concentration, ce qui repr\u00e9sente une am\u00e9lioration significative des capacit\u00e9s attentionnelles.\"}},{\"@type\":\"Question\",\"name\":\"Pourquoi est-il recommand\u00e9 d'anticiper la rentr\u00e9e plut\u00f4t que de la subir ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Anticiper la rentr\u00e9e permet d'\u00e9viter le choc du retour en classe et de pr\u00e9parer progressivement l'enfant \u00e0 retrouver ses capacit\u00e9s cognitives. Cela \u00e9vite les difficult\u00e9s li\u00e9es \u00e0 la transition brutale entre les vacances et la reprise scolaire, permettant une adaptation plus douce et efficace.\"}},{\"@type\":\"Question\",\"name\":\"Quelles sont les principales fonctions cognitives affect\u00e9es par les vacances d'\u00e9t\u00e9 ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Les principales fonctions cognitives affect\u00e9es par les vacances d'\u00e9t\u00e9 sont : la m\u00e9moire de travail, l'attention soutenue, la vitesse de traitement de l'information et les automatismes scolaires. Toutes ces capacit\u00e9s peuvent s'\u00e9mousser apr\u00e8s deux mois d'inactivit\u00e9 scolaire.\"}},{\"@type\":\"Question\",\"name\":\"Quelle est la dur\u00e9e id\u00e9ale pour une remise en route cognitive avant la rentr\u00e9e ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"La dur\u00e9e id\u00e9ale d'une remise en route avant la rentr\u00e9e est de 3 \u00e0 4 semaines. Cette p\u00e9riode permet d'obtenir des r\u00e9sultats durables et de pr\u00e9parer efficacement l'enfant \u00e0 retrouver ses pleines capacit\u00e9s cognitives pour la nouvelle ann\u00e9e scolaire.\"}}]}<\/script>[\/et_pb_code]","_et_gb_content_width":"","footnotes":""},"categories":[2915],"tags":[],"class_list":["post-703086","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-les-conseils-des-coachs"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.7 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Strengthening Memory and Concentration Before School Starts: The Complete Guide for Parents - DYNSEO - Educational apps &amp; brain training apps for all<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.dynseo.com\/en\/strengthening-memory-and-concentration-before-school-starts-the-complete-guide-for-parents\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Strengthening Memory and Concentration Before School Starts: The Complete Guide for Parents - DYNSEO - Educational apps &amp; brain training apps for all\" \/>\n<meta property=\"og:url\" content=\"https:\/\/www.dynseo.com\/en\/strengthening-memory-and-concentration-before-school-starts-the-complete-guide-for-parents\/\" \/>\n<meta property=\"og:site_name\" content=\"DYNSEO - Educational apps &amp; brain training apps for all\" \/>\n<meta property=\"article:published_time\" content=\"2026-06-12T23:07:54+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2026-06-12T23:11:15+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/04\/DYNSEO-demande-de-PCH-avec-nos-programme-de-jeux-de-memoire4.png\" \/>\n\t<meta property=\"og:image:width\" content=\"1080\" \/>\n\t<meta property=\"og:image:height\" content=\"540\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/png\" \/>\n<meta name=\"author\" content=\"DYNSEO\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"DYNSEO\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"24 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/www.dynseo.com\\\/en\\\/strengthening-memory-and-concentration-before-school-starts-the-complete-guide-for-parents\\\/#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/www.dynseo.com\\\/en\\\/strengthening-memory-and-concentration-before-school-starts-the-complete-guide-for-parents\\\/\"},\"author\":{\"name\":\"DYNSEO\",\"@id\":\"https:\\\/\\\/www.dynseo.com\\\/en\\\/#\\\/schema\\\/person\\\/78ef63df2ee64e0989bc68f8401b38d6\"},\"headline\":\"Strengthening Memory and Concentration Before School Starts: The Complete Guide for Parents\",\"datePublished\":\"2026-06-12T23:07:54+00:00\",\"dateModified\":\"2026-06-12T23:11:15+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/www.dynseo.com\\\/en\\\/strengthening-memory-and-concentration-before-school-starts-the-complete-guide-for-parents\\\/\"},\"wordCount\":4923,\"publisher\":{\"@id\":\"https:\\\/\\\/www.dynseo.com\\\/en\\\/#organization\"},\"image\":{\"@id\":\"https:\\\/\\\/www.dynseo.com\\\/en\\\/strengthening-memory-and-concentration-before-school-starts-the-complete-guide-for-parents\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/www.dynseo.com\\\/wp-content\\\/uploads\\\/2025\\\/04\\\/DYNSEO-demande-de-PCH-avec-nos-programme-de-jeux-de-memoire4.png\",\"articleSection\":[\"Les conseils des coachs\"],\"inLanguage\":\"en-US\"},{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/www.dynseo.com\\\/en\\\/strengthening-memory-and-concentration-before-school-starts-the-complete-guide-for-parents\\\/\",\"url\":\"https:\\\/\\\/www.dynseo.com\\\/en\\\/strengthening-memory-and-concentration-before-school-starts-the-complete-guide-for-parents\\\/\",\"name\":\"Strengthening Memory and Concentration Before School Starts: The Complete Guide for Parents - DYNSEO - Educational apps &amp; brain training apps for all\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/www.dynseo.com\\\/en\\\/#website\"},\"primaryImageOfPage\":{\"@id\":\"https:\\\/\\\/www.dynseo.com\\\/en\\\/strengthening-memory-and-concentration-before-school-starts-the-complete-guide-for-parents\\\/#primaryimage\"},\"image\":{\"@id\":\"https:\\\/\\\/www.dynseo.com\\\/en\\\/strengthening-memory-and-concentration-before-school-starts-the-complete-guide-for-parents\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/www.dynseo.com\\\/wp-content\\\/uploads\\\/2025\\\/04\\\/DYNSEO-demande-de-PCH-avec-nos-programme-de-jeux-de-memoire4.png\",\"datePublished\":\"2026-06-12T23:07:54+00:00\",\"dateModified\":\"2026-06-12T23:11:15+00:00\",\"breadcrumb\":{\"@id\":\"https:\\\/\\\/www.dynseo.com\\\/en\\\/strengthening-memory-and-concentration-before-school-starts-the-complete-guide-for-parents\\\/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\\\/\\\/www.dynseo.com\\\/en\\\/strengthening-memory-and-concentration-before-school-starts-the-complete-guide-for-parents\\\/\"]}]},{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\\\/\\\/www.dynseo.com\\\/en\\\/strengthening-memory-and-concentration-before-school-starts-the-complete-guide-for-parents\\\/#primaryimage\",\"url\":\"https:\\\/\\\/www.dynseo.com\\\/wp-content\\\/uploads\\\/2025\\\/04\\\/DYNSEO-demande-de-PCH-avec-nos-programme-de-jeux-de-memoire4.png\",\"contentUrl\":\"https:\\\/\\\/www.dynseo.com\\\/wp-content\\\/uploads\\\/2025\\\/04\\\/DYNSEO-demande-de-PCH-avec-nos-programme-de-jeux-de-memoire4.png\",\"width\":1080,\"height\":540,\"caption\":\"Keep your brain in shape with our fun applications\"},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\\\/\\\/www.dynseo.com\\\/en\\\/strengthening-memory-and-concentration-before-school-starts-the-complete-guide-for-parents\\\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Accueil\",\"item\":\"https:\\\/\\\/www.dynseo.com\\\/en\\\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Strengthening Memory and Concentration Before School Starts: The Complete Guide for Parents\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\\\/\\\/www.dynseo.com\\\/en\\\/#website\",\"url\":\"https:\\\/\\\/www.dynseo.com\\\/en\\\/\",\"name\":\"Jeux de m\u00e9moire et stimulation cognitive\",\"description\":\"DYNSEO, and your brain is a new hero!\",\"publisher\":{\"@id\":\"https:\\\/\\\/www.dynseo.com\\\/en\\\/#organization\"},\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\\\/\\\/www.dynseo.com\\\/en\\\/?s={search_term_string}\"},\"query-input\":{\"@type\":\"PropertyValueSpecification\",\"valueRequired\":true,\"valueName\":\"search_term_string\"}}],\"inLanguage\":\"en-US\"},{\"@type\":\"Organization\",\"@id\":\"https:\\\/\\\/www.dynseo.com\\\/en\\\/#organization\",\"name\":\"DYNSEO\",\"url\":\"https:\\\/\\\/www.dynseo.com\\\/en\\\/\",\"logo\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\\\/\\\/www.dynseo.com\\\/en\\\/#\\\/schema\\\/logo\\\/image\\\/\",\"url\":\"https:\\\/\\\/www.dynseo.com\\\/wp-content\\\/uploads\\\/2022\\\/05\\\/logo-dynseo-new.png\",\"contentUrl\":\"https:\\\/\\\/www.dynseo.com\\\/wp-content\\\/uploads\\\/2022\\\/05\\\/logo-dynseo-new.png\",\"width\":5073,\"height\":1397,\"caption\":\"DYNSEO\"},\"image\":{\"@id\":\"https:\\\/\\\/www.dynseo.com\\\/en\\\/#\\\/schema\\\/logo\\\/image\\\/\"}},{\"@type\":\"Person\",\"@id\":\"https:\\\/\\\/www.dynseo.com\\\/en\\\/#\\\/schema\\\/person\\\/78ef63df2ee64e0989bc68f8401b38d6\",\"name\":\"DYNSEO\",\"url\":\"https:\\\/\\\/www.dynseo.com\\\/en\\\/author\\\/justine\\\/\"}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"Strengthening Memory and Concentration Before School Starts: The Complete Guide for Parents - DYNSEO - Educational apps &amp; brain training apps for all","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/www.dynseo.com\/en\/strengthening-memory-and-concentration-before-school-starts-the-complete-guide-for-parents\/","og_locale":"en_US","og_type":"article","og_title":"Strengthening Memory and Concentration Before School Starts: The Complete Guide for Parents - DYNSEO - Educational apps &amp; brain training apps for all","og_url":"https:\/\/www.dynseo.com\/en\/strengthening-memory-and-concentration-before-school-starts-the-complete-guide-for-parents\/","og_site_name":"DYNSEO - Educational apps &amp; brain training apps for all","article_published_time":"2026-06-12T23:07:54+00:00","article_modified_time":"2026-06-12T23:11:15+00:00","og_image":[{"width":1080,"height":540,"url":"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/04\/DYNSEO-demande-de-PCH-avec-nos-programme-de-jeux-de-memoire4.png","type":"image\/png"}],"author":"DYNSEO","twitter_misc":{"Written by":"DYNSEO","Est. reading time":"24 minutes"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"Article","@id":"https:\/\/www.dynseo.com\/en\/strengthening-memory-and-concentration-before-school-starts-the-complete-guide-for-parents\/#article","isPartOf":{"@id":"https:\/\/www.dynseo.com\/en\/strengthening-memory-and-concentration-before-school-starts-the-complete-guide-for-parents\/"},"author":{"name":"DYNSEO","@id":"https:\/\/www.dynseo.com\/en\/#\/schema\/person\/78ef63df2ee64e0989bc68f8401b38d6"},"headline":"Strengthening Memory and Concentration Before School Starts: The Complete Guide for Parents","datePublished":"2026-06-12T23:07:54+00:00","dateModified":"2026-06-12T23:11:15+00:00","mainEntityOfPage":{"@id":"https:\/\/www.dynseo.com\/en\/strengthening-memory-and-concentration-before-school-starts-the-complete-guide-for-parents\/"},"wordCount":4923,"publisher":{"@id":"https:\/\/www.dynseo.com\/en\/#organization"},"image":{"@id":"https:\/\/www.dynseo.com\/en\/strengthening-memory-and-concentration-before-school-starts-the-complete-guide-for-parents\/#primaryimage"},"thumbnailUrl":"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/04\/DYNSEO-demande-de-PCH-avec-nos-programme-de-jeux-de-memoire4.png","articleSection":["Les conseils des coachs"],"inLanguage":"en-US"},{"@type":"WebPage","@id":"https:\/\/www.dynseo.com\/en\/strengthening-memory-and-concentration-before-school-starts-the-complete-guide-for-parents\/","url":"https:\/\/www.dynseo.com\/en\/strengthening-memory-and-concentration-before-school-starts-the-complete-guide-for-parents\/","name":"Strengthening Memory and Concentration Before School Starts: The Complete Guide for Parents - DYNSEO - Educational apps &amp; brain training apps for all","isPartOf":{"@id":"https:\/\/www.dynseo.com\/en\/#website"},"primaryImageOfPage":{"@id":"https:\/\/www.dynseo.com\/en\/strengthening-memory-and-concentration-before-school-starts-the-complete-guide-for-parents\/#primaryimage"},"image":{"@id":"https:\/\/www.dynseo.com\/en\/strengthening-memory-and-concentration-before-school-starts-the-complete-guide-for-parents\/#primaryimage"},"thumbnailUrl":"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/04\/DYNSEO-demande-de-PCH-avec-nos-programme-de-jeux-de-memoire4.png","datePublished":"2026-06-12T23:07:54+00:00","dateModified":"2026-06-12T23:11:15+00:00","breadcrumb":{"@id":"https:\/\/www.dynseo.com\/en\/strengthening-memory-and-concentration-before-school-starts-the-complete-guide-for-parents\/#breadcrumb"},"inLanguage":"en-US","potentialAction":[{"@type":"ReadAction","target":["https:\/\/www.dynseo.com\/en\/strengthening-memory-and-concentration-before-school-starts-the-complete-guide-for-parents\/"]}]},{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/www.dynseo.com\/en\/strengthening-memory-and-concentration-before-school-starts-the-complete-guide-for-parents\/#primaryimage","url":"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/04\/DYNSEO-demande-de-PCH-avec-nos-programme-de-jeux-de-memoire4.png","contentUrl":"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/04\/DYNSEO-demande-de-PCH-avec-nos-programme-de-jeux-de-memoire4.png","width":1080,"height":540,"caption":"Keep your brain in shape with our fun applications"},{"@type":"BreadcrumbList","@id":"https:\/\/www.dynseo.com\/en\/strengthening-memory-and-concentration-before-school-starts-the-complete-guide-for-parents\/#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Accueil","item":"https:\/\/www.dynseo.com\/en\/"},{"@type":"ListItem","position":2,"name":"Strengthening Memory and Concentration Before School Starts: The Complete Guide for Parents"}]},{"@type":"WebSite","@id":"https:\/\/www.dynseo.com\/en\/#website","url":"https:\/\/www.dynseo.com\/en\/","name":"Jeux de m\u00e9moire et stimulation cognitive","description":"DYNSEO, and your brain is a new hero!","publisher":{"@id":"https:\/\/www.dynseo.com\/en\/#organization"},"potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/www.dynseo.com\/en\/?s={search_term_string}"},"query-input":{"@type":"PropertyValueSpecification","valueRequired":true,"valueName":"search_term_string"}}],"inLanguage":"en-US"},{"@type":"Organization","@id":"https:\/\/www.dynseo.com\/en\/#organization","name":"DYNSEO","url":"https:\/\/www.dynseo.com\/en\/","logo":{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/www.dynseo.com\/en\/#\/schema\/logo\/image\/","url":"https:\/\/www.dynseo.com\/wp-content\/uploads\/2022\/05\/logo-dynseo-new.png","contentUrl":"https:\/\/www.dynseo.com\/wp-content\/uploads\/2022\/05\/logo-dynseo-new.png","width":5073,"height":1397,"caption":"DYNSEO"},"image":{"@id":"https:\/\/www.dynseo.com\/en\/#\/schema\/logo\/image\/"}},{"@type":"Person","@id":"https:\/\/www.dynseo.com\/en\/#\/schema\/person\/78ef63df2ee64e0989bc68f8401b38d6","name":"DYNSEO","url":"https:\/\/www.dynseo.com\/en\/author\/justine\/"}]}},"_links":{"self":[{"href":"https:\/\/www.dynseo.com\/en\/wp-json\/wp\/v2\/posts\/703086","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.dynseo.com\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.dynseo.com\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.dynseo.com\/en\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.dynseo.com\/en\/wp-json\/wp\/v2\/comments?post=703086"}],"version-history":[{"count":9,"href":"https:\/\/www.dynseo.com\/en\/wp-json\/wp\/v2\/posts\/703086\/revisions"}],"predecessor-version":[{"id":703095,"href":"https:\/\/www.dynseo.com\/en\/wp-json\/wp\/v2\/posts\/703086\/revisions\/703095"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.dynseo.com\/en\/wp-json\/wp\/v2\/media\/150367"}],"wp:attachment":[{"href":"https:\/\/www.dynseo.com\/en\/wp-json\/wp\/v2\/media?parent=703086"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.dynseo.com\/en\/wp-json\/wp\/v2\/categories?post=703086"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.dynseo.com\/en\/wp-json\/wp\/v2\/tags?post=703086"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}