In "contextual learning theory" three types of contextual conditions (differentiation of learning procedures and materials, integrated ICT support, and improvement of development and learning progress) are related to four aspects of the learning process (diagnostic, instructional, managerial, and systemic aspects). The resulting structure consists of 15 guidelines which are expected to improve instruction and learning across different situations. The present study was conducted to give concrete form to two general guidelines with respect to differentiation and five guidelines with respect to integrated ICT support. The products were a "pedagogical-didactic kernel structure" and a general software prototype. In collaboration with three preschool teachers in The Netherlands, both products were used to give concrete form to a first guideline on improvement of development and learning progress in practice. This concerned an intake procedure on the estimation and use of children's entry characteristics by parents and preschool teacher. Information is given about improvement experiences in early educational practice. Further research and development steps are discussed.