Children as learners in elementary school are significantly involved in the joint constitution of lessons. Through their participation in the classroom, they shape the structures of participation. In doing so, they contribute to enabling their own individual learning processes and also influence the conditions for the learning processes of their peers. These reciprocal processes are traced in this work for four children from a first-grade class through numerous excerpts from lessons. Furthermore, the underlying action orientations of these children are interpreted from a learning-theoretical perspective. The study is aligned with interactionist-oriented educational research but aims to counteract the limitations of this research approach, which focuses on interaction and the associated risk of not adequately appreciating the learning subject, by emphasizing individual participation and action patterns.