Development concerns patterned changes in physical, cognitive, social and emotional functioning; learning concerns changes through experience and activity.

Maturation and learning interact. A child’s performance depends on opportunities, support, health, language and context as well as developmental factors.

Developmental descriptions are broad explanatory frameworks, not a justification for treating every child of the same age as identical.

Learners interpret new information through existing ideas, which may include misconceptions. Asking for explanations can reveal these starting points.

Scaffolding provides temporary support matched to the task and learner, with support adjusted or withdrawn as competence develops.

Support should enable meaningful participation rather than complete the learner’s thinking on their behalf.

Developmental differences should guide observation and responsive teaching, not rigid labels that permanently limit expectations.

A task may be difficult because of unfamiliar language or inaccessible materials rather than lack of conceptual ability.

Assessment should use multiple sources of evidence and opportunities rather than one observation interpreted as a fixed trait.