Some children can lack the necessary conditions to develop their full THINKING POTENTIAL through the natural processes of stimulation that they receive from their learning activities at school or other natural environments; rich and varied as these experiences may be. 

Their engagement with these stimulus may not serve to fully ignite their thinking operations, areas of which can be fragile or under-active.

SO HOW DO THESE LACK OF COMPLETE IGNITION OCCUR IN A CHILD'S NORMAL THINKING DEVELOPMENT?

The simple answer is one size does not fit all, or one method, one activity does not serve every child equally. Every child is different and learns in their own unique way.

While many children easily access and engage their thinking functions in a self exploratory environment, others require a more explicit and guided approach to engage their thinking "gears". 

A multitude of favourable conditions may have facilitated developments in the ignited learner's early academic years. They may have experienced successes to consolidate their habits.

On the other hand, those children requiring more coaching and explicit teaching, may not have experienced sufficient conditions for activation and development. They may have had questions that they did noit even know how to ask to help themselves.

As these children move to the next level of academic challenges in a new school year they may experience gaps in their thinking pathways. They may have missed the right conditions to make the necessary connections or TO IGNITE. The stimulus they interacted with may have appeared ambiguous or vague to them

If we were to compare the above to programming and application language we could say that the brain's ability to think can be described as programming. Some applications are user friendly and easier to install, others may need a little guidance and training.