Understand the program deeply — the science behind it, how the curriculum is structured, and the habits that produce real results for your child.
Magrid is built on a decade of neuroscience research. Three principles explain why it works — and why it works better than anything else for children ages 3–8.
Language is a bottleneck. When children decode words before thinking mathematically, the effort interferes with actual learning. Magrid removes this entirely — every activity is 100% visual. Any child, any language, anywhere.
Numerical and cognitive skills develop simultaneously in the early childhood brain. Magrid trains both in every session — not one after the other. Research shows this dual approach produces significantly better outcomes.
The cognitive skills in Magrid are the same neural foundations behind reading, writing, music, art, and focus. 15 minutes a day builds the brain architecture for all early learning — not just maths.
The curriculum is designed as a single, progressive learning path. Every planet contains both numerical and cognitive activities — they are never separated, because in the brain, they never develop separately either.
22-planet learning journey · left to right, increasing difficulty
Planet 1 is not a lesson — it is an introduction to the format. It teaches your child how Magrid activities work, across all 12 competencies, before any difficulty builds. Always start here, every child, every time.
The assessments at planets 2, 11 and 22 appear naturally as your child advances through the journey. They are not pass-or-fail exams. They give you a measurable before-and-after picture of your child's development — nothing more.
Each planet builds on the previous one. Do not skip planets — even if your child finds them easy. The sequence is intentional: it lays foundations that later planets depend on. Progress at your child's pace, not faster.
How to make the most of Magrid at home
15 minutes at a consistent time — after school, before dinner, after bath — trains the brain to enter a learning state automatically. Consistency matters more than duration.
Your physical presence — even silent — makes sessions more meaningful. Say "ooh, what's this one?" occasionally. Your curiosity is contagious and signals the activity matters.
After a session, point out where the skills appear: count apples at the market, notice patterns on tiles, sort objects by shape. Transfer reinforcement dramatically increases retention.
Your dashboard gives you exportable skill data across all 12 competencies — genuinely useful for teachers, educational psychologists, or occupational therapists.
Remember: you don't need to understand each skill in depth. What matters is showing up consistently, creating a calm environment, and letting Magrid do the teaching. Your role is to be present, curious, and encouraging — nothing more.
Fifteen minutes is short. But how those fifteen minutes are framed — the consistency, the environment, the energy — determines whether your child gets 20% of the program's potential or 100% of it.
Consistency is the single most important variable. The brain builds learning habits through repetition at predictable times. 15 minutes at the same moment every day — after school, before dinner, after bath — trains the brain to enter a learning state automatically. A 2-hour session once a week does not achieve this.
Checking too frequently creates anxiety — yours and your child's. Once a week is the right cadence. Pick one highlight to share with your child: "You completed 4 lessons this week — that's a new record." Visible, specific progress is the best long-term motivator. Avoid framing progress as a comparison with other children.
After a Magrid session, point out where the skills appear in everyday life: count apples at the market, notice patterns on floor tiles, sort objects by shape or colour. This "transfer reinforcement" dramatically increases retention and shows your child that maths is not just on a screen — it is everywhere.
Your child can use Magrid independently. But your physical presence, even silent, makes the session more meaningful. You don't need to teach — just be there. Say "ooh, what's this one?" occasionally. Your curiosity is contagious. It signals that the activity matters, and children perform better and engage longer when a trusted adult is nearby.
Your parent dashboard gives you real, exportable skill data across all 12 competencies. This is genuinely useful for your child's teacher, educational psychologist, speech therapist, or occupational therapist. Real data supports informed decisions. "I think she's getting better at spatial awareness" is weaker than a chart showing measurable progress over 8 weeks.
"You really focused today!" builds more long-term resilience than "You got it right!" Research in motivation consistently shows that children praised for effort develop a growth mindset — they see challenges as learnable. Children praised only for results develop a fixed mindset — they avoid challenges to protect their self-image. In Magrid, the effort is what matters.
Magrid does the teaching. Your role is different — and just as important. Here is what that looks like in practice.
"What do you think will happen if you move that one?" is a powerful question. "No, try the other one" is not. Curious questions keep the discovery in the child's hands — which is exactly where the learning happens.
Magrid is designed so children discover on their own. The moment you supply the answer, you short-circuit the neural process that makes the learning stick. Productive struggle is not failure — it is the brain learning. Let them try again.
If they love dinosaurs, count dinosaurs. If they love LEGO, talk about shapes and spatial arrangements. Connecting abstract skills to personal interests increases motivation and accelerates transfer — skills learned in context are retained much better than skills learned in isolation.
"You can only do Magrid if you finish your vegetables" turns learning into a transaction — and damages intrinsic motivation. Magrid should feel like part of daily life, like reading before bed. Neutral, normal, and non-negotiable in the best possible way.
Each completed planet represents a genuine cognitive achievement. Mark it. A high five, a sticker, a special dinner — the scale of the celebration doesn't matter, the recognition does. Children who feel their progress is noticed are significantly more likely to continue.
Children develop at radically different rates. A child who advances slowly through the early planets may be building deeper foundations than one who rushes through. The only meaningful comparison is your child now vs. your child three months ago. Everything else is noise.
These patterns come up repeatedly in families who don't see the results they expected. They are all easy to avoid once you know to look for them.
Skipping Planet 1. Every child, every time, should start with Planet 1. It is the introduction to the activity format — without it, activities from Planet 2 onwards can feel confusing and discouraging. There is no shortcut here.
Extending sessions beyond 15–20 minutes. The program is calibrated for short, focused engagement. Longer sessions produce diminishing returns and can create aversion. When your child is still engaged and wants to continue, that is exactly the right moment to stop.
Using Magrid in noisy or distracted environments. A quiet space with no competing screens matters more than many parents realise. Attention is the resource Magrid is training — you cannot train attention in an environment that is actively fragmenting it.
Comparing siblings or children within a group. "Your brother finished that planet faster" is deeply damaging to motivation. Each child's journey is individual. The dashboard is a personal progress tool — not a leaderboard.
Abandoning the program when it feels too easy. If your child moves through planets quickly, trust the program. The difficulty increases progressively — what feels easy at planet 3 is building foundations for what becomes genuinely challenging at planet 14. Consistency through the easy parts is what allows the hard parts to land.
Not completing all three assessments. The pre-test, mid-test and post-test together tell the full story of your child's development. Without the pre-test baseline, the post-test data is meaningless. Without the mid-test, you lose the ability to spot early patterns and share interim progress with specialists.
The language-free, sensory-friendly, self-paced design removes most of the barriers that traditional learning tools create for children with different learning profiles.
Minimal stimuli on screen. No ads, no pop-ups, no sudden sounds. Designed to help children with sensory sensitivities stay focused without being overwhelmed.
No reading, no spoken instructions, no communication required at any point. A child who is non-verbal can engage fully and independently.
Activities can be repeated without limit, without penalty, without timer pressure. Children replay instructions or redo tasks as many times as they need.
The standard age range is 3–8. For children with special educational needs or different developmental profiles, Magrid is effectively used up to age 12 and beyond.
Structured, predictable, language-free — ideal for autistic learners
Short, focused sessions designed to work with attention, not against it
No reading, no writing — a barrier-free environment to build from strength
Fully visual — no audio component in any activity
Visual, repetitive, structured — aligns naturally with how many children with DS learn best
Visual-first approach bypasses the symbolic barriers that make traditional maths hard
"You don't need to be a maths teacher. You need to be present, curious, and consistent. Magrid does the teaching — you provide the environment where learning can happen."— The Magrid Team
Magrid is available on iOS, Android and Windows — free to download, with a 3-day full-access trial so your child can start today. Choose your platform below and install in seconds.
Available on the App Store, Google Play and Microsoft Store.
Free to download · 3-day full trial · No commitment required