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

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

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 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.

The true direction of the development of thinking is not from the individual to the social, but from the social to the individual.

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

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.