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.

Through others we become ourselves.

Learning is more than the acquisition of the ability to think; it is the acquisition of many specialized abilities for thinking about a variety of things.

The only 'good' learning is that which is in advance of 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.

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

What children can do with the assistance of others might be in some sense even more indicative of their mental development than what they can do alone