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 ability to engage with these stimulus may not ignite their thinking operations as we intend.

SO HOW DO THESE GAPS HAPPEN IN A CHILD'S THINKING DEVELOPMENT?

The simple answer is one size does not fit all.
Every child is different and learns in their own unique way.

While many children have developed these skills to easily access and engage their thinking functions in a self exploratory environment, others require a more explicit approach to engage their "gears". So a multitude of favourable conditions may have facilitated developments in the ignited learners early academic years. Many seem to also do it automatically.

Those children requiring more coaching and explicit teaching, may not have experienced conditions for activation and development that suit their personal needs. And as they move to the next level of academic challenges in a new school year these children may experience gaps in their thinking pathways. Somewhere they have not been able to make the necessary connections or the spark TO IGNITE. Stimulus may have appeared ambigious or vague to them

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.