DIPI · Proposal for schools
The full proposal
Everything about the program: the journey through the eight sessions, how a meeting unfolds, how we look after the experience, what we need from the school and how we get started. The program is free of charge.
The dossier is in Spanish. You can share it with staff, the school board or other families.
The starting point
The reality children live in today
- An excess of digital stimulation
- Difficulty concentrating
- Little emotional education
Perception is the foundation of learning
Before a child can understand the world, they need to perceive it.
Perception is the process by which the brain filters information, detects patterns, interprets stimuli and makes rapid decisions.
The brain learns by recognising patterns. When a child observes, experiments and explores, their brain builds neural maps. These maps make it possible to recognise situations, anticipate outcomes, make quick decisions and solve problems.
This process is the basis of what we call intuition. It is implicit knowledge built on experience and perception.
The journey · Sessions 1 to 4
Eight meetings. One shared process.
One session a week for eight weeks. The timetable is agreed with the school and can sit within the school day. Duration agreed with the school: 90 or 120 minutes.
Connecting with yourself
Recognising the body and its sensations as a starting point. Practising attention and inner listening, and beginning to explore perception and intuition.
Emotions and creativity
Recognising and expressing emotions. Exploring breathing, imagination and creativity as resources for understanding what we feel.
Confidence and authenticity
Recognising one's own capacities and daring to take part. Meeting fear, embarrassment or insecurity with respect for each child's own pace.
Empathy and connecting with others
Practising care for oneself and for the group. Recognising one's own emotions and those of others, exploring self-regulation and building respectful bonds.
The journey · Sessions 5 to 8
Expressing, perceiving and integrating what has been learned
Each meeting picks up earlier learning. Individual work is combined with activities in pairs and cooperative tasks.
Listening and communication
Exploring voice and tone as forms of expression. Practising active listening, sincerity and respect when communicating what we feel.
Imagination, attention and visualisation
Representing images and situations internally. Practising observation, perceptual memory and concentration through games and guided tasks.
Intuition and conscious perception
Bringing attention and inner listening into activities with images, colours, shapes and objects. Expressing first impressions and checking them where possible.
Integration and autonomy
Recognising what has been lived through the program. Putting the learned resources into practice and discovering how to keep using them in class and at home.
How a session works
How we live a session
An example of a 90-minute meeting. The team adapts the timings to the group and to the duration agreed with the school.
Arrival and connecting as a group
Welcome, listening to how everyone has arrived, and presenting the day's activity.
Breathing and bodily attention
Gentle movement, awareness of sensations, and a guided meditation or visualisation.
Perception and intuition
Games with photographs, symbols, colours or objects. Individual and paired practice, with a blindfold in some activities.
Sharing and integrating
Describing what was perceived in their own words. Listening to classmates and relating it to everyday life.
Closing and continuity
Gathering what has been learned and suggesting small voluntary games or practices for the week.
The blindfold is voluntary. Any participant can pause or choose another way of taking part. We accompany without suggesting answers or demanding right guesses.
School and families
An accompanied journey
Trust starts with understanding what we are going to do. Before we begin, the school and the families receive a clear explanation of the program and the activities proposed.
What the children will do
They will practise breathing and guided meditations. They will take part in individual, paired and group games. They will explore sensations and impressions with images, colours, symbols and objects, using a blindfold in some activities. At the end they will share what they experienced.
How we look after the experience
The blindfold is voluntary. Any participant can pause or choose another way of taking part. We listen to their words without anticipating answers, and we acknowledge attention, curiosity and respect. Every child has their own pace; right guesses do not define their progress.
What school and families bring
The reference teacher helps relate the experiences to the group and to classroom life. Families can support the small voluntary challenges of the week and share what they notice. We agree on follow-up and permissions before we start.
A pause before a task. Putting words to an emotion. Listening to a classmate. That is where we want what they learn to find its place.
The experience of the program
What we have observed
Qualitative observations from individual follow-up at Centro Educativo Juan Salvador Gaviota (Argentina). Progress varies by participant and activity.
Sustained attention
In some participants, longer periods of concentration, better following of instructions and fewer interruptions.
Calm and self-regulation
Using breathing to settle, and pauses that make it possible to recover calm and return to a task.
Confidence and expression
Greater willingness to take part and to communicate their own impressions, sensations and emotions.
Cooperation and listening
Consulting classmates, shared decisions and collaboration in group tasks.
Perseverance and autonomy
Carrying on when something does not go as expected, trying other strategies and reviewing their own answers.
Curiosity and creativity
Exploring materials and sensations, imaginative associations and the expression of inner images.
Getting started
What we need from the school
The program is free. We need conditions that allow us to work calmly, and support from the school across the eight weeks.
A stable group
Children aged 10 to 12 who take part in all eight sessions. Four participants per coach working alone; a maximum of six per coach when a team is working.
A fixed time slot
One session a week for eight weeks, of 90 or 120 minutes, preferably within the school day.
A quiet space
Large enough to move in, with good acoustics and free from interruptions. If possible, the same space throughout the program.
A reference teacher
Someone from the school who accompanies the sessions, acts as a link with the school and the families, and connects the experience to classroom life.
Families and permissions
Prior information and family consent to take part. Permission to use images is separate, voluntary and revocable.
The process
How we get started
- 01 · A conversation with the school. We answer questions and consider how it fits your educational project.
- 02 · Presentation and approval. We present the program to staff and families and request the school board's approval.
- 03 · Agreement and preparation. We settle the group, calendar, space and reference teacher, and collect the permissions.
- 04 · The eight sessions begin. A channel of communication with the class teacher keeps the activities coordinated.
- 05 · Evaluation and analysis. With a short assessment from the teacher and the pupils we study the changes observed. Our team collects and analyses the data.
What the school receives at the end
A final report with observations about the group, the assessments from pupils, families and teaching staff, and suggestions for carrying on in the classroom.
We gather the experience of pupils, teachers, facilitators and families so we can learn from each run and improve the program.
Bring DIPI to your school
The program is free. Write to us and we will start with a conversation, or download the dossier to share with whoever has to decide.