Discusses teachers' sensitivity in the context of young children's peer conflicts. Explains that young children need to experience their own actions as logical and sound and that they co-construct logic-in-action (procedural knowledge) long before they can verbalize their logic. Maintains that teachers who do not respect children's logic often aggravate children's conflicts. Suggests ways to strengthen children's tendency to de-escalate peer conflicts and protect joint play. (Author/KB)