Human learning presupposes a specific social nature and a process by which children grow into the intellectual life of those around them

Childhood is a complex dialectical process characterized by periodicity, unevenness in the development of different functions, metamorphosis or qualitative transformation of one form into another, intertwining of external and internal factors, and adaptive processes which overcome impediments that the child encounters.

Pedagogy must be oriented not to the yesterday, but to the tomorrow of the child's development. Only then can it call to life in the process of education those processes of development which now lie in the zone of proximal development

Writing should be meaningful for children, Y an intrinsic need should be aroused in them, and Y writing should be incorporated into a task that is necessary and relevant.

The teacher must adopt the role of facilitator not content provider.

The specifically human capacity for language enables children to provide for auxiliary tools in the solution of difficult tasks, to overcome impulsive action, to plan a solution to a problem prior to its execution, and to master their own behavior.

A word devoid of thought is a dead thing, and a thought unembodied in words remains a shadow.