Learning, whether absorbing new knowledge or adopting some skills, is proven to be the best if it takes place in highly motivating environment. For a child motivational is what entertains it, follows its interests and is implemented through meaningful activities in which a child is willingly involved. A child’s interests can be divided into personal and situational. Personal interests are those coming from ones personal characteristics, for which the activities are pleasant and desirable and reflect as a preference for certain objects, activities and actions, as well as to people. Situational interests are those resulting from characteristics of social or nonsocial environment, it awakes child’s engagement with people or material (Dunst et al, 2012a). Activity based interventions achieve functional developmental and educational goals in early age by encouraging a child to participate in meaningful daily activities by applying principles of behavioural learning. The elements of those interventions are: development of goals for children that are functional and can be generalized across settings, events, people, and time; implementation of activities to address goals that are child-directed, routine, and planned; child experiences consequences and timely feedback that are integral to the intervention; and child experiences a variety of learning opportunities to address their goals. (Macy, 2007). Learning through activities happens to be less spontaneous in children with developmental delays than in typical peers, so it is essential to create environment in which the implementation of the child’s personal interests as well as the creation of opportunities for expanding these interests in the activities will create the optimal conditions for acquiring new knowledge and skills. Child’s interests are those that we need to use in learning situation to encourage the integration of previously acquired knowledge as well as new knowledge in order to achieve involvement in activities related to intrinsic motivation. Respecting the special features of child development and the theory about it, the aim of this paper is to present, through the review of literature, how to use child’s interests and transform it into learning situations in meaningful activities. Also, it will give a view about how to create an optimal balance between following child’s interest but also creating a particular structure, guided and planned by an expert, with an aim to become an intervention that ensures successful learning, not just following child’s initiative which can be seen as pointless to others.