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.

Experience teaches us that thought does not express itself in words, but rather realizes itself in 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.

The distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers

There is reason to believe that voluntary activity, more than highly developed intellect, distinguishes humans from the animals which stand closest to them.

Thought is not merely expressed in words, it comes into existence through them

Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals.