Citas de Lev S. Vygotsky

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

  Lev S. Vygotsky

  Children, Teaching, Able

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

  Lev S. Vygotsky

  Thinking, Talking, Practice

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• The teacher must adopt the role of facilitator not content provider.

  Lev S. Vygotsky

  Teacher, Roles, Providers

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• 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

  Thinking, Development, Individual

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• A child’s greatest achievements are possible in play, achievements that tomorrow will become her basic level of real action.

  Lev S. Vygotsky

  Children, Real, Play

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• In play, the child is always behaving beyond his age, above his usual everyday behaviour; in play he is, as it were, a head above himself. Play contains in a concentrated form, as in the focus of a magnifying glass, all developmental tendencies; it is as if the child tries to jump above his usual level.

  Lev S. Vygotsky

  Children, Glasses, Play

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• Through others we become ourselves.

  Lev S. Vygotsky

  Psychology, Identity, Imitation

  "The history of the development of higher mental functions (Vol. 4, pp. 97-120)". Book by R. Reiber, 1997.

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• 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.

  Lev S. Vygotsky

  Inspirational, Education, Philosophy

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• 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

  Lev S. Vygotsky

  Children, Development, Might

  564 Copiar cita

• 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.

  Lev S. Vygotsky

  Children, Memories, People

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

  Lev S. Vygotsky

  Children, Eye, World

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• Pedagogy must be oriented not to the yesterday, but to the tomorrow of the child's development. Only then can it call to life in the process of education those processes of development which now lie in the zone of proximal development

  Lev S. Vygotsky

  Children, Lying, Yesterday

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• It is through others that we become ourselves.

  Lev S. Vygotsky

  "Brain training in the nursery" by Diane Hofkins, www.theguardian.com. March 9, 2009.

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• Language is the tool of the tools

  Lev S. Vygotsky

  Tools, Language

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• ... 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.

  Lev S. Vygotsky

  Girl, Strong, Passion

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• The distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers

  Lev S. Vygotsky

  Distance, Independent, Adults

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• Human learning presupposes a specific social nature and a process by which children grow into the intellectual life of those around them

  Lev S. Vygotsky

  Children, Intellectual, Social

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• Thought is not merely expressed in words, it comes into existence through them

  Lev S. Vygotsky

  Existencia

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

  Lev S. Vygotsky

  Philosophy, Educational, Development

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

  Lev S. Vygotsky

  Doe, Realizing, Teach

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• La capacidad específicamente humana del lenguaje permite a los niños prever herramientas auxiliares en la solución de tareas difíciles, superar la acción impulsiva, planificar la solución de un problema antes de su ejecución y dominar su propio comportamiento.

  Lev S. Vygotsky

  Children, Execution, Overcoming

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• It may be said that the basic characteristic of human behavior in general is that humans personally influence their relations with the environment and through that environment personally change their behavior, subjugating it to their control.

  Lev S. Vygotsky

  May, Influence, Environment

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• A word devoid of thought is a dead thing, and a thought unembodied in words remains a shadow.

  Lev S. Vygotsky

  Life, Shadow, Remains

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• Cualquier acto humano que dé lugar a algo nuevo se denomina acto creativo, independientemente de que lo creado sea un objeto físico o una construcción mental o emocional que vive en el interior de la persona que lo ha creado y que sólo ella conoce.

  Lev S. Vygotsky

  Emotional, Giving, Creative

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• Childhood is a complex dialectical process characterized by periodicity, unevenness in the development of different functions, metamorphosis or qualitative transformation of one form into another, intertwining of external and internal factors, and adaptive processes which overcome impediments that the child encounters.

  Lev S. Vygotsky

  Children, Philosophy, Educational

  164 Copiar cita

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