PleIQ is awarded as the Best Educational Innovation of 2017 by BETT Latin America

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During the 5th edition of Bett Latin America Summit and Expo, held in Mexico City between October 18-19th, PleIQ received the award as the Best Educational Innovation of 2017, for its contribution in placing the technologies of Augmented Reality and Artificial Intelligence at the service of Early Childhood Education in the continent.

The Bett Latin America awards, which are awarded by an international jury of experts in educational technology from the public and private sector, celebrate and reward the effort, innovation and creativity that can be found throughout the educational field, and have been delivered consecutively during the last 5 years in the region, and for more than 30 years in London, United Kingdom.

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At the award ceremony, Antonio Da Rocha, co-founder and Educational Director of PleIQ, was commissioned to receive this important recognition, which was attended by hundreds of leaders and educators from across the region to discuss the latest trends, challenges and advances in technology in education around the world.

Professor Elisa Guerra, from the Valle de Filadelfia School (Mexico), was also awarded in the category of Disruptive Professor, as well as Elizabeth Galdo Marín from Fundación Telefónica (Peru), in the category of Educational Leadership, for her contribution to the Classroom Project Mobile.

Captura-de-pantalla-2017-10-20-a-las-5.34.10-a.-m.Receiving is an award from Bett Latin America, which fills us with great joy, and commits us to continue working hard to help transform the initial education of millions of children in our region, granting them greater opportunities for their development through technology and games.

PleIQ is recommended by the World Association of Early Childhood Educators

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The World Association of Early Childhood Educators (WAECE-AMEI), which brings together more than 13,000 educators and is based in Madrid, Spain, has recommended PleIQ as a great educational toy highlighting several aspects as very positive for children between 3 to 8 years.

The President of AMEI-WAECE, Juan Sánchez Muliterno, after an analysis with his pedagogical team of the contents and usability of PleIQ, highlighted that this approach the child to new technologies in a profitable way, stimulating in a playful way the development of their intelligences and involving parents in the learning process of their children.

This recognition fills us with joy and commits us to continue working on making PleIQ the ideal resource for the ludic incorporation of ICT in the classroom and the good use of smart devices in the home, thus placing the most advanced mobile technology at the service of initial education.

UDL Planning Workshop: Universal Design for Learning with PleIQ

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On Saturday, June 17th, the 1st Workshop Planning of Universal Learning Design (DUA) was held at the Wayra headquarters in the city of Santiago, Chile, along with educators and specialists in the area of preschool and primary education. The attendees had the opportunity to know in depth the proposal of PleIQ as an educational tool and how to include it within their UDL plans to be applied in the classroom.

The workshop was led by the Chilean specialist in Preschool and Differential Education, Pamela Silva and, by the Educational Director of PLEIQ, Antonio Da Rocha. This was what the Educators of PleIQ thought (in Spanish):

This activity is framed within a set of events to promote the program of Educators PleIQ as the first toy developed primarily for the stimulation of multiple intelligences in children at early age. If you want to know more about our upcoming activities to support education you can follow us on Twitter, Instagram or Facebook.

To Play is vital to learn

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In the commemoration of the birth of Friedrich Fröbel, father of pre-school education, we reflect on the 15 thousand hours that every child should play during his early childhood.

Play as a primary element in children’s lives, and it is as old as our own civilization. More than two thousand years ago a teacher of Latin rhetoric named Quintilian declared that “let the study be for the child as a game.” In a much mo
re recent publication, entitled “Child and play, theoretical approaches and pedagogical applications,” the United Nations Educational, Scientific and Cultural Organization (UNESCO) states that:

“Games can truly provide pedagogical practice, far beyond kindergarten, as a means of stimulating creativity, and modern psychology has emphasized the influence of behaviors and objects, evidently shaped by cultural and social environment, on the development of the personality .”

According to Dr. Kathy Hirsh-Pasek, Ph.D. at the University of Pennsylvania: “Children learn best in play environments, through guided games, with appropriate content.” Even large innovation and technology companies like Google have incorporated this principle into their organizational culture.

Today, the dilemma faced by many teachers is how to deal with a curriculum with a heavy load of knowledge and a context that recognizes “hard” skills as superior to the so-called “soft” skills. The so-called hard skills are all the formal academic knowledge that integrates the curriculum, while soft skills have to do with how we externalize those skills, i.e., attitude, ethics, values, emotional intelligence, between others.

Who in his right mind would say today that working as a team is less important than the speed of calculation, that effectively communicating an idea is less critical than performing a differential equation or that creativity is optional versus the domain of a programming language. In the current context, all these skills are equally necessary, and in many cases, the so-called “soft” are those that define the success or otherwise of a project, idea or relationship.

Now, we know as teachers, that many often these aspects that are so important to achieve a life in balance, to be happy and to relate harmoniously with the others, are left aside. Probably, and here I dare to quote Rudolf Steiner, creator of the Waldorf pedagogy when he wisely said: “you can only transmit to the child that which the master has already conquered in himself.”

According to a publication on the website Educar Chile, in 1981 American children used 40% of their time to play in classrooms, while in 1997 the New York Times reported that that figure had declined by 25% and by 2002, it dropped to an alarming number of 9%. Is this an educational progress or regress? Is it an appropriate approach to continue to sacrifice play time in the classroom for more formal curricular activities? In any case, how much is the recommended play time for a child? Continue reading “To Play is vital to learn”

Thank you 2016! Welcome, 2017!

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2016 was a year of significant progress and great satisfaction for PleIQ. It was a great honor and motivation been the winners of the 1st Place at the DemoDay of Start-Up Chile accelerator program on March, from more than 1,800 startups around the world that fill an application for Generation 14 of the program.

During the past year, we have strengthened our team with the inclusion of relevant talents who share our vision of an Augmented Education. We have also validated and enrich our value proposition with hundreds of children, and many teachers and education specialists.

We have expanded PleIQ’s capabilities to levels that exceed our expectations and we have been able to make important alliances with institutions and key players in the sector that will help us to achieve our goal of improving the quality of early childhood education for millions of children in Latin America.

Recently, in November, we won another meaningful prize from Start-Up Chile, the 1st Place of the Tech Evening, an event that calls for the most important startups in the country in Gaming and Electronic Commerce, including the best startups of other generations of the program. This represents an important validation of the value we are building.

We are very excited to announce that this will be the year in which PleIQ becomes available to the Latin American market!

We know that we still have great challenges to overcome in 2017, but we are sure that this will be the year in which we can materialize the vision and mission that motivates us further.

Thank you for being part of this dream.

–The PleIQ team

Investment in early education is vital for adult success

Nobel prize winner shows that investment in early education provides the highest returns, both for individuals and society.

The early childhood is the stage where the investment in education has the highest returns, both for individuals and society. Jim Heckman, Economy Nobel Laureate, showed that strong development of cognitive abilities at an early age are fundamental for economic success (1).

The following graph shows how is the return on human capital investment as a function of age. Overall, the highest impact is achieved investing in early education, at preschool, and it decreases towards adulthood

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The reason is that, during childhood, the human brain goes through the most significant transformations, where neural complexity grows faster, at 1000 new neural connections per second, and the quality os those early learning experiences had the deepest and meaningful impact on the cognitive abilities development.

Providing children with a rich and stimulating environment during the first 1000 days is crucial to help to protect the brain from degenerative diseases at adult age, and to create the foundations for the development of more complex cognitive abilities, modifying their brain architecture (2).

Several studies made during the last decade across complementary fields of research (neuroscience, education, psychology, and economy), had been increasingly shown that besides an adequate nutrition, to provide a good quality early education is the key to the economic and affective success of individuals at adult age (3), no matters their initial social condition or the challenges faced during their lifetime.

We want to contribute to improving the quality of those early learning experiences, by providing a unique educational tool based on research and advanced technology to stimulate the multiple intelligences of children, combining the benefits of the physical and digital worlds to create an engaging and meaningful learning experience for preschoolers.

PleIQ – The Smart toy for today children

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Welcome to PleIQ!

Our dream is to contribute to the multiple intelligence developments of a whole generation of children by integrating Augmented Reality into their early learning experiences.

To achieve it, we are developing a smart toy that combines the properties of the physical and digital worlds, within interactive and adaptive learning experiences, which we have named “PleIQ”.

PleIQ combines beautiful 3D Interactive Augmented Reality Experiences, and Artificial Intelligence algorithms into a play set of 8 cubes and a mobile app (for Android and iOS devices), offering 48 learning experiences that cover different abilities and capacities, inspire by Howard Gardner’s Multiple Intelligence Theory.

We believe that every child is unique and has an incredible potential, which we could help to develop by improving their early learning experiences, by a stimulus that acknowledges their different learning styles, allowing them to develop their multiple intelligences at their peace.

We believe that is the best interest of every parent, teacher, and all society, to use the best science and technology at their hand to offer our children the best early educational experiences to foster its development and to maximize their chances to be highly successful in today’s tech-dominated world.

We are very excited about this great challenge. Join us on this incredible journey, let’s play, learn and explore together how to stimulate and foster the multiple intelligences of thousands of children, and this way, let’s help to build a better world.