Background: Learning conceptions may be studied as specific implicit theories based on theory of mind. Previous studies suggest that a developmental shift from a direct implicit theory of learning to an interpretative one occurs during childhood. Here we explore the development of children's autobiographies of learning to write by adopting this framework. Aims: We aim to study children's autobiographical accounts of learning to write and whether these accounts change according to the mentioned developmental shift and sociocultural environment. Sample: Sixty children attending public schools in Argentina that were equally distributed according to school level (kindergarten, first grade, fourth grade) and sociocultural environment (middle and marginal). Methods: Children were interviewed individually at school and requested to write "as you used to when you were just beginning to write". This question was repeated for one-year-intervals until child's current age was reached; anticipation of writing next year was also requested. Children's responses were coded into descriptive categories. A multiple correspondence factorial analysis studied the relations among response categories, school grade and sociocultural environment. On the basis of these results, categories were ordered into a Guttman scale. Results: A developmental shift from a focus on isolated products to the integration of procedural and representational changes was evident. School grade and sociocultural environment were statistically significant. Conclusions: Children's writing autobiographies show developmental differences that suit the shift from a direct to an interpretative theory of learning on the basis of hierarchical integration rather than conceptual replacement.