<![CDATA[This study examines the nature of growth and development as well as the differential influence of maturation and experience on the learning development of grade 3A students at SD Negeri 17 Koto Baru Padang. Using a qualitative descriptive approach through direct observation, teacher and student interviews, questionnaires, and documentation, the study analyzed student behavior through Piaget's cognitive development theory and Erikson's psychosocial theory. The findings show that students are in the concrete operational stage, evidenced by their need for concrete examples and visual media to understand learning materials. Psychosocially, students demonstrated enthusiasm, cooperation, and pride in achievement, consistent with the industry versus inferiority stage. The study identifies a clear distinction between maturation (biological readiness) and experience (active engagement through quizzes and educational games) as complementary drivers of development. The questionnaire results confirmed that 87.5% of students understood the lessons better through visual media, while 81.25% reported faster comprehension through repeated practice. Implications suggest that elementary school teachers should integrate concrete, visual, and interactive learning approaches that accommodate varying levels of student maturation to optimize holistic development.]]>
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