BloomikoSign inWaiting list

Their screen time, well spent

Paediatricians recommend less than an hour of screens a day between 7 and 12, school included. Every day Bloomiko prepares a session of about twenty minutes to learn, practise and review what they will need at school and beyond.

Hi! I’m Miko, their guide in the village.

You will get an email to confirm. After that, nothing until we open.

Under 1 hour a day, ages 7 to 12

Bloomiko: about 20 minutes · You choose the daily maximum; when it is reached, the app rests until tomorrow

Source: Spanish Association of Paediatrics, Plan Digital Familiar (2024)

Their data is theirs

What your child does in Bloomiko is used for one thing only: fitting their plan and showing it to you in the parents’ panel, with your permission.

How we look after their data

  • Never sold or shared

    Not with advertisers, not with anyone. There are no ads in the app.

  • No analytics, no tracking

    The children’s app has no analytics tools and no third parties following them.

  • Never used for training

    What they write, say or draw only goes through services that are forbidden to keep it or learn from it.

  • Only for you

    Their progress shows in the parents’ panel, behind your PIN. You can ask for it to be deleted whenever you like.

What those minutes hold

They open their village and find the day’s session ready. No videos that lead to more videos and no ads: reading, maths and whatever they are discovering.

  • A girl’s village with her plan for the day: Spanish, maths, Catalan and English

    A plan for every day

    Reading and maths for their year, with reviews of what they were starting to forget. The plan changes with yesterday’s answers.

  • A village of their own

    Their character, their house and a shop where they spend the coins they earn by learning. Coins cannot be bought.

  • Lab and observatory

    3D scenes to look at the sky, a volcano or the inside of the body, and see how they work.

  • Catalan and English

    If they need them at home or at school, they practise with short sentences and a voice, at their level.

  • No ceiling

    If they are ahead, they keep going. If something is hard, they go back to the class that explains it before moving on.

  • A panel for you

    What they practised, what they have mastered and what they find hard, with reports and short tests compared with norms for their age. Made to support them, not to label them.

How it decides what comes today

Behind the village there is an engine with fixed rules. It does not improvise: it looks at their answers and applies what is known about how people learn.

  1. Review just before forgetting

    What they learned comes back after 1, 2, 4, 7, 14, 30 and 60 days. A miss brings the review closer; a hit pushes it further away.

  2. Not too easy, not too hard

    It aims for seven or eight right out of ten. Right first time, it goes up a step; stuck, it goes down one and explains it another way.

  3. Six ways to teach the same thing

    A straight question, a game, a story, a worked example, spot the mistake, and teach it to their pet. The engine checks which works for each child by what they remember the next day, not by which they like best.

  4. Hints, never the answer

    The tutor gives hints and draws on the board, but never solves the exercise and never marks it. Marks come from rules anyone can read.

  5. Written and checked by hand

    Lessons and questions come from a library written and checked by people. Nothing is made up on the spot.

The science behind it

Every way Bloomiko teaches comes from education research. Here are the studies it builds on, so you can read them yourself.

  • Remembering is practice

    Trying to recall something without looking fixes it better than reading it again. In nursery and primary school the effect is clear, especially when it takes some effort but works.

    Fazio and Marsh, 2019 · Read the study

  • Spread-out reviews

    Of ten study techniques reviewed, spacing reviews over time and testing yourself had the strongest evidence.

    Dunlosky et al., 2013 · Read the study

  • Mixing problem types

    Year 4 children who practised with mixed problem types got 77 % right the next day, against 38 % for those who practised in blocks.

    Taylor and Rohrer, 2010 · Read the study

  • Worked examples

    Across 55 studies, seeing an example solved before practising improved learning by about 18 percentiles compared with solving alone.

    Barbieri et al., 2023 · Read the study

  • Spot the mistake

    Pupils aged 11 and 12 who corrected other people’s mistakes remembered more a week later, even though they enjoyed it less.

    Adams et al., 2014 · Read the study

  • Teaching someone else

    Children who teach a character try harder and learn more, especially when the subject is hard for them.

    Chase et al., 2009 · Read the study

  • Feedback that explains

    An analysis of 435 studies: feedback helps when it says what happened and what to try, not just «right» or «wrong».

    Wisniewski, Zierer and Hattie, 2020 · Read the study

  • Praising effort

    Telling children «you’re clever» made them give up sooner after a mistake. «You worked hard» had the opposite effect.

    Mueller and Dweck, 1998 · Read the study

  • Fitted to each child

    A tutor that chose activities from each child’s progress, tried with 400 pupils aged 7 and 8, taught better than an expert’s fixed sequence.

    Clément et al., 2015 · Read the study

What we don’t do

  • Learning styles

    We don’t ask whether a child is «visual» or «auditory»: there is no evidence that teaching to that style works. We measure what works for them.

  • Brain training

    Games that promise to train memory don’t improve anything else. Here they practise exactly what they want to learn.

  • Rewards that buy motivation

    Coins come from learning and effort. Expected rewards can dampen children’s own drive, so there are no rewards just for logging in.

A calm screen

An app for children has to look after them before it teaches them. These rules don’t change.

  • No ads, no purchases

    Their app has no ads, no payment buttons and no surprise boxes. Anything paid sits behind the parents’ PIN.

  • No streaks that punish

    Missing a day costs nothing. No pushy notices, no countdowns.

  • You decide

    With the parents’ PIN you choose the daily maximum and which classes are included. You give the permission to keep their data.

  • Checked content

    Lessons are written and checked by hand. Some illustrations and the voice are made with automatic tools and are checked before the child sees them.

Prices

There will be a genuinely free version, with no ads and no limits that punish, and family plans with everything else. Families on the list will hear the prices first.

Questions

What ages is it for?

Primary school, above all the first years, which is where it has most lessons today. If a child is ahead, they keep going. Paediatricians advise against screens before 6, and the app is not meant for that age.

Which devices does it run on?

In the browser of a tablet, a computer or a phone. On an iPad you can add it to the home screen and it opens as an app.

How long each day?

The day’s session takes about twenty minutes. You choose the daily maximum; two minutes before, it gives a warning, and when it is reached it finishes what the child is doing and rests until tomorrow.

Which languages?

The app speaks Spanish or Catalan, and also teaches Catalan and English.

Does it use artificial intelligence?

Yes, in the tutor that gives hints and in some reports for parents. It does not make up exercises or give marks: questions come from the checked library and marks come from the engine’s fixed rules.

When does it open?

We are trying it with a few families right now. Families on the list will be the first to know.

We’ll tell you when it opens

One email to confirm and one when we open. Nothing else.

You will get an email to confirm. After that, nothing until we open.