Once past the period of pregnancy and the first two years of postnatal observation, the purpose of the four-party support granted to each affiliate child remains to provide for the best possible psychomotor development throughout the three major stages which define this age group, in all its complexity. This systemic approach is based on a continuous assessment of the abstraction capacity which accompanies the development of a conscious memory of one's own self between the ages of 2 and 3, which manifests itself in the way the child interacts with others, and which therefore determines both the self-socialization potential of the preschooler and the self-implication necessary for a successful school life.
Thanks to the digital health record, which provides for continuous care, no interruption in support is likely to let developmental and/or behavioral disorders set in. In terms of sensorial systemics, the conceptual approach puts the emphasis on the awakening of self-awareness, in a non-intrusive way, so as to not impede upon the child's natural development with regard to its parents. At the age of 6, everything must be "in place" without digital doping, with a comprehensive evaluation to be performed at the ages of 3 and 6, upon entry in preschool and elementary school respectively.
Considering that the development of the earliest memories of an autonomous "me" between 2 and 3 is essential for the blossoming of the child into a future self-controlled adult, the system carefully monitors the exposure of the youngest children to screens and other digital devices until the age of 6, by reserving the use of such tools for conceptual purposes such as geolocalization (in space and time), (temporary) reinforcement, and (permanent) palliation, in compliance with the network's rationale of continuous optimization.
Permanent monitoring of the self-integration capacity of the child through playful socialization activities is provided for by the affiliate preschool, acting in its capacity as a member entity of the mediating franchising system, and includes regular feedback to and from the parents, who must be consulted with regard to the implementation of adapted corrective actions in case deviations from the customized U.C.D. protocol are detected.
With children in full possession of their natural psychomotor potential at the age of 6, the conception of a customized school path can start under the best possible conditions right upon entry into elementary school, on the optimized grounds of the return-on-experience of the previous stage, whereby the objective is to formalize the knowledge playfully acquired in preschool.
Broad adoption of the digital tablet as a working tool provided by the affiliate school, and leased by the latter from the NetPlusUltra®-sustained master franchising system, solves the problem of school supplies costly overburdening the child's backpack. Without pretending to entirely replace pens and paper, this tablet will however play a fundamental part, in terms of neuroplasticity and cognitive development, in fostering the child's conceptual intelligence.
Continuous monitoring of the knowledge acquisition process is provided for by transparent 360° assessment thereof, in replacement for a grading system based on an evaluation logic all too often perceived as frustrating for its unfairness and obsolescence, and therefore perfectly counter-productive with regard to what is at stake. Such systemic assessment sustains the participatory and collaborative education of everyone involved by explaining how much of his·her 100% (or 360°) of cognitive potential the child has used to solve the problem at hand.
By virtue of the (future) affiliation of the French Ministry of National Education with the web-enabled master franchising system of Planet+Ultra®, which provides access to the network's knowledge spectroscopy of everything, each affiliate school benefits from its permanent participation in the conceptually "glocalized" forum directory of extracurricular activities and contents provided by franchised members, with a view to enabling program customization and academic support services which remain in line with the student's personal and environmental needs, according to the decentralization requirements that characterize the French education system.