The emergence of participatory research with children within the field of children’s literature (Deszcz-Tryhubczak & Garcia Gonzales, 2022; Malilang & Walldén, 2023) has widened the reading process as a collaborative one between children and adults. While the current studies have been emphasizing on the intergenerational collaboration, this study aims to examine how educators, in their various capacities, can assume the role of actors of change in promoting the collaborative and playful reading with young readers. The focus of this study is the classroom collaboration between young readers, librarian, classroom teacher, and extracurricular educator in reading a wordless picturebook, Migrants. While the young readers rule and own the resulted play space, or playworld (Malilang & Walldén, 2023), the adult actors also contributed the building blocks of the space according to their specialties while relegating their adult authority in the process. This study thus highlights their contributions and the way the three educators are playing along with the young readers to create the collaborative space.