The article discloses main types of children’s interaction (“I”, “You”, “We”) and its meanings, emerging in natural environment as well as the type of pedagogical reconstructions, corresponding or not corresponding to these meanings. Using the method of conventionality and correspondence, it is orientated to the idea of respective education, defending the right of the child as a person and individual to remain unique in education. It is demonstrated how the educator can give a sense to this children’s opportunity, constantly communicating with the children’s world, interpreting education on the basis of suggestive egalitarianism ideas and implementing it as a child-adult dialogue.