The current status of conceptions of learning in children is reviewed and some areas of neglect are considered in this paper. The main premise is that although considerable strides have been made in the understanding of the learning process, essential developmental formulations of growth and change have been poorly articulated. It is suggested that there has been overreliance on the dominant theories of adult cognition and a return to a consideration of developmental issues within a framework of comparative psychology is advocated. Preliminary steps for a revived theory of development and learning are described, including a consideration of such topics as compatibility or naturalness, accessibility and flexibility of learning, and processes of induction. A three-pronged attack on the investigation of essential features of learning is suggested that involves: detailed specification of developmental progressions and trajectories within a domain, microgenetic considerations of learning within a subject over time, and engineering change via the intervention of supportive others. (Author/MKM)