“…Teaching therefore critically consists of coordinating perspectives (not least as if/ play and as is/established knowledge) in supporting children to discern or appropriate something new (or something familiar understood in a new way, from a new perspective). However, this coordinated activity is not premised to result in identical understanding among participants, since people make sense of what they encounter; and how they do so is contingent on their experience, interest and ways of participating in activities (intersubjectivity is at best temporary and partial; Linell, 2014;Rommetveit, 1974). Furthermore, teaching is directed coordinated activity; there is an intention in the teacher (i.e., the one taking this role, it needs not be an actual teacher/professional, also others, more experienced adults or other children can take this position in activity; for empirical illustrations of the latter, see Kullenberg & Pramling, 2016, but not necessarily or commonly shared by the learner, to make someone else see/realize something oneself has seen/realized.…”