How can teachers support- intra active pedagogy, use rhizo mapping to understand how, when, where children learn, respect children, offer themselves as a resource and a co-learner, create a milieu in which children can feel confident to explore as well as offer their ideas, happily create problems and work towards many different solutions without having to arrive at a final destination? Deleuze and Guattari use the concept of de/reterritorialisation, which Olsson (2009) explains as a way to view children’s engagement with the world as they unpack a problem- deterritorialise it and then change it into a new problem-reterritorialise it. According to Deleuze and Guattari we can view children as assemblages, which means that they are multiplicities of an “infinitive variety of thought(s), thinking and ideas, many times over” (Sellers, 2013, p. 15) and that children add to their assemblage and constantly become as they add to their understanding and make meaning of the world.