Thus if we know a child has had sufficient opportunity to observe and acquire a behavioural sequence, and we know he is physically capable of performng the act but does not do so, tehn it is reasonable to assume that it is motivation which is lacking

Like the sorcerer of old, the television set casts its magic spell, freezing speech and action and turning the living into silent statues so long as the enchantment lasts. The primary danger of the television screen lies not so much in the behavior it produces as the behavior it prevents — the talks, the games, the family festivities and arguments.

Every child needs at least one adult who is irrationally crazy about him or her.

In order to develop normally, a child requires progressively more complex joint activity with one or more adults who have an irrational emotional relationship with the child. Somebody's got to be crazy about that kid. That's number one. First, last and always.

Development, it turns out, occurs through this process of progressively more complex exchange between a child and somebody else- especially somebody who’s crazy about that child

No society can long sustain itself unless its members have learned the sensitivities, motivations and skills involved in assisting and caring for other human beings.

Particular attention should be given to the opportunities which the environment presents or precludes for involvement of children with persons both older and younger than themselves.

There is no more critical indicator of the future of a society than the character, competence, and integrity of its youth.

The primary danger of the television screen lies not so much in the behavior it produces as the behavior it prevents-the talks, the games, the family activities and the arguments through which much of the child's learning takes place and his character is formed.

Turning on the television set can turn off the process that transforms children into people... It is primarily through observing, playing, and working with others older and younger than himself that a child discovers both what he can do and who he can become — that he develops both his ability and his identity.