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.

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

By giving our students practice in talking with others, we give them frames for thinking on their own.

The child begins to perceive the world not only through his [or her] eyes but also through his [or her] speech

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.

... People with great passions, people who accomplish great deeds, people who possess strong feelings, even people with great minds and a strong personality, rarely come out of good little boys and girls.

What a child can do today with assistance, she will be able to do by herself tomorrow.