Working with children involves providing a range of learning experiences that arise from children's interests and providing interesting materials and resources in a play-based learning environment. More importantly, it involves engaged teachers taking an active and intentional role in children's development and interests through collaboration with children, parents and carers to promote positive developmental changes aligned with family and community contexts (The State of Queensland, 2010). The United Nations Convention on the Rights of the Child states that all children have the right to an education that forms a foundation for the rest of their lives, maximizes their abilities and respects their family, cultural and other identities and languages ​​(UNICEF Innocenti Research Centre, 1990). The Convention also recognizes the right of children to play and to be an active participant in all matters that affect their lives. These values ​​are reflected in the Queensland Kindergarten Learning Guideline (2010) which embraces the vision that all children experience learning that is engaging and builds success in life, whilst developing a strong sense of identity and wellbeing, making connections and contributing to their world and their world. become confident, engaged learners and effective communicators (The State of Queensland, 2010). Children make sense of their world by thinking and communicating in different ways and expressing their understanding using a range of creative and critical thinking processes and strategies. Teaching the whole child requires understanding the interests, disposition, and prior knowledge developed in the child's social and cultural context and individual developmental stages. Focusing on children's strengths, the middle part of the sheet includes and establishes the status of the shared activity. Teacher and adult intervention in play in the early years of primary school can be minimized in order to develop children's self-regulation and social interactions that lead to the development of more mature play (Davidson, 1996). Queensland Kindergarten Learning Guidelines (2010) believes that the engaged child has the power to express ideas and make choices about their learning and recognizes that adult/child interactions shape learning (The State of Queensland, 2010). Teachers help children make meaning of the world around them by inviting them to share their experiences and explore and investigate children's ideas and interests. Learning through social interactions and co-constructing knowledge with children extends and challenges their thinking and ideas to enable the discovery of new possibilities.