This graduate thesis deals with the research of the role and importance of play in the socialization process in preschool children from the perspectives of educators in preschool educational institutions. With that intent, an empirical study was conducted on a sample of twelve preschool educators from Čakovec, through structured interviews. In accordance with the tasks and main purpose of the research, the following data were of our interest: ways of educators’ participation in a child's play, educators’ opinions about possible directing of children's play with the aim of encouraging the development of social competences and the educators’ opinions on what play types are the most useful in the socialization of the preschool child with its peers. Considering the fact that one of the essential components of social competence is emotional regulation, additional interest was devoted to the question: which types of play contribute to the regulation of emotions in preschool children with the aim of achieving social interaction? Furthermore, attention was also paid to the role of the play in defining, expressing and harmonizing the views of preschool children with their peers as well as the role of the play in adopting some general rules and norms of behaviour. After analysing and interpreting the data obtained during the interview, the following information was obtained. Preschool educators actively participate in children’s play on a daily basis in numerous ways which mostly depend on the current educational situation. Furthermore, educators are of the opinion that in promoting the development of social competence is the most important creation of a stimulating environment and encouraging children to cooperate during playtime. Games that are characterized as most important in socialization and emotional regulation of preschool children are role-playing games and social games with rules. As far as the role of the play is concerned in defining, expressing and aligning children’s opinions, all educators agreed that children are coordinated with each other through verbal and nonverbal communication. Last but not least, educators also recognized the importance of play for adopting general rules and norms of behaviour and accordingly provided numerous examples of different games and associated rules.