By giving our students practice in talking with others, we give them frames for thinking on their own. — Lev S. Vygotsky Copy Share Image
Any human act that gives rise to something new is referred to as a creative act, regardless of whether what is created is a… — Lev S. Vygotsky Copy Share Image
There is reason to believe that voluntary activity, more than highly developed intellect, distinguishes humans from the animals which stand closest to them. — Lev S. Vygotsky Copy Share Image
The distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving… — Lev S. Vygotsky Copy Share Image
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)… — Lev S. Vygotsky Copy Share Image
The only 'good' learning is that which is in advance of development. — Lev S. Vygotsky Copy Share Image
Childhood is a complex dialectical process characterized by periodicity, unevenness in the development of different functions, metamorphosis or qualitative transformation of one form into… — Lev S. Vygotsky Copy Share Image
The child begins to perceive the world not only through his [or her] eyes but also through his [or her] speech — Lev S. Vygotsky Copy Share Image
The true direction of the development of thinking is not from the individual to the social, but from the social to the individual. — Lev S. Vygotsky Copy Share Image
What children can do with the assistance of others might be in some sense even more indicative of their mental development than what they… — Lev S. Vygotsky Copy Share Image
The teacher must adopt the role of facilitator not content provider. — Lev S. Vygotsky Copy Share Image
The specifically human capacity for language enables children to provide for auxiliary tools in the solution of difficult tasks, to overcome impulsive action, to… — Lev S. Vygotsky Copy Share Image
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