<![CDATA[In the educational context, deep learning demands a profound understanding of children's characteristics and developmental stages. This article examines the challenges and developmental phenomena associated with implementing deep learning in elementary schools. The methodology employs a literature review and transcendental analysis of child development theories and primary school teaching practices. The findings indicate that while deep learning holds significant potential for fostering critical thinking, creativity, and learner autonomy, it faces hurdles such as children's cognitive, emotional, and social readiness, alongside teacher competency in designing meaningful lessons. Consequently, a pedagogical approach aligned with developmental stages is essential for optimal implementation. This article recommends enhancing teacher competencies and tailoring instructional designs to meet children's developmental needs.]]>
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