We introduce a multilevel educational model with respect to the longitudinal development and stimulation of learning processes of a pupil since the start of kindergarten. Specific individual, curricular, group, teacher and school characteristics influence the development of the cognitive, social and emotional learning processes of the pupils in each group. Self-regulation of a pupil, or a group of pupils, is built into this model. The resulting multilevel school process is expected to describe and explain the possible risks involved for the pupils deviating most from the mean in their group. The hypothetical pedagogical-didactical-technological model is worked out in kindergarten and primary school practice in the Netherlands. A pilot is used to develop optimal kindergarten and school practice with teachers and school management. The qualitative results and conclusions are used in longitudinal experimental research designed with 32 kindergartens and primary schools. First results concern the development research and conclusions in kindergarten and primary education. Increasing the professional levels of pedagogical and diagnostic procedures in kindergarten and primary school seem to prevent cognitive, social and emotional problems of pupils. Moreover, information is given about the design and main characteristics of the longitudinal experimental research which is ongoing. Some intermediate results are presented.