In the neo-Piagetian theories of cognitive development it is maintained that learning at any age depends upon the processing and representational resources available at this particular age. That is, it is maintained that if the requirements of the concept to be understood exceeds the available processing efficiency and working memory resources then the concept is by definition not learnable. This attitude toward learning impedes the learning from understanding essential theoretical concepts or, in other words, reasoning. Therefore, no matter how active a child is during learning, to learn the child must operate in a learning environment that meets the developmental and individual learning constraints that are characteristic for the child's age and this child's possible deviations from her age's norm. If this condition is not met, construction goes astray.