ABSTRACT
In this chapter we take the framework of our procedure and apply it to competition and collaboration with respect to children learning. We work broadly to reconcile these oppositions. We are thus not trying to get as close to real life as advocates would, as we did with the math education example in Chapter 2. Rather we use the procedure here by carefully following the five main categories, but using the sub-categories only when needed, sometimes collapsing two steps into one.
