In resolving peer conflicts among young children, a sociocultural approach stresses the importance of creating a Zone of Proximal Development through the teacher’s use of dialogic tools. This approach is questioned and modified following a review of studies of toddlers’ peer conflictsand of language acquisition. In the early years, the non-symbolic, social function of speech predominates. Only gradually do toddlers learn to understand the decontextualized, symbolic function of language that teachers tend to use when they try to discuss feelings, intentions or causes of a peer conflict. Teachers are easily deceived by toddlers’ formulaic phrases. Teachers are advised to respect young children’s (non-verbal) logic-in-action and to use interactive strategies that foster togetherness. Young children have to experience dialogic tools as meaningful moves in conflict resolution that can be integrated into the (non-verbal) strategies they already have developed.
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