In 'contextual learning theory' related sets of guidelines specify conditions to differentiate learning materials and procedures, support by ICT, and strategies to improve development and learning. The goal is to improve self-regulated learning for relatively low and high ability pupils in particular. The paper gives information on these theoretical aspects and presents design consequences for concrete changes in daily practice for pupils, teachers and parents in pre-school and primary education. Furthermore, information is presented about prototype research with respect to the structuring of learning processes and the support of ICT. Implementation in Dutch schools is directed at the screening of pupils' entry characteristics and the subsequent adequate structuring of competence-based learning in age-integrated small groups of pupils, throughout pre-school and primary school.Theoretical analysis of instruction and learning, design construction, prototype development, implementation in Dutch pre- and primary schools 1: 'Contextual learning theory' seems to be adequate; 2: the design can be made concrete with respect to educational practice; 3: teachers, parents and pupils can get along with first implementation changes and effects; 4: next development and implementation steps can be made; 5: but more institutional support is required, however. Mooij, T. (2006). Theoretical and methodological significance of Information and Communication Technology in educational practice. European Educational Research Journal, 5(2), 77-79 (see also www.wwwords.co.uk/EERJ). Mooij, T., & Smeets, E. (2006). Design, development and implementation of inclusive education. European Educational Research Journal, 5(2), 94-109 (see also www.wwwords.co.uk/EERJ). Mooij, T. (2007). Contextual learning theory: Concrete form and a software prototype to improve early education. Computers & Education, (48)1, 100-118. (see also http://dx.doi.org/10.1016/j.compedu.2005.01.002). Mooij, T. (2007). Design of educational and ICT conditions to integrate differences in learning: Contextual learning theory and a first transformation step in early education. Computers in Human Behavior, 23(3), 1499-1530.