Joy …children need to enjoy learning. As simple as that. It makes sense to *want* to learn. Effort…difficulty or complexity of tasks makes us think better. That can sometimes impact the level of engagement.
WONDER….encouraging and giving time for children to question; knowledge was historically built BY asking questions and wondering KNOW …building knowledge to be able to ask better questions and think better. You DO need to know things in order to think better.
Accommodate …how easy should easy be; scaffolding vs. independence Empower …go beyond what they *can* to what they *might be able* to do.
Freedom…to create and collaborate; playing with ideas, with tools, with others Structure…our brain needs it to embed thinking routines; psychological, pedagogical and age constraints come into place
Individual…additive, cumulative knowledge; personal traits; introverts/extroverts; a unique view but it can also be limiting Group…emergent knowledge;  humans as social learners; diversity, openness but also group think, peer pressure, uniformity
Process…critical to understanding how children think, say, react; spotting hidden assumptions and misconceptions Product… the tangible result of the student thinking and skill; required by external agents (parents, boards etc.)