Abstract
A conceptual framework is outlined for describing the child's convention-based interaction with others. Conventions generate a set of strong sequential regularities in participants' actions while providing for meaningful variability. The framework is intended to differentiate some major components of convention-based interaction, and to indicate the manner in which these components are related to each other and to the whole. This framework is then applied to the examination of a significant aspect of the child's interaction with others: conflict. The complex relationship between convention and conflict is considered.
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