The aim of this thesis is to determine the importance of play and the frequency of its use as a teaching and learning method in the contemporary teaching process. The first part of the paper deals with the characteristics of contemporary/active teaching and the strategies, methods and procedures used in contemporary teaching. Furthermore, it is about the concept of play, its features and types, the development of the child through play and the characteristics of play as learning and teaching method. After the theoretical understandings, the second part of the thesis presents the interpreted results of the survey of the frequency of use of play as a teaching method, of the types of games and stages in which they are used, and the teachers' opinions and experiences of the play's effectiveness as a teaching method. The survey was conducted on a sample of 103 teachers employed in classroom and subject teaching in three primary schools in Koprivnica. It was found that all the questioned teachers use play as a didactic method within their work, on average several times a week, with the game being played more frequently by classroom teachers, middle-aged teachers and teachers with 10-20 years of work experience. Teachers most frequently use play in the introductory and repetition part of the class period, and they most often use games such as crossword puzzles, associations, hangman games, rebounds, memory etc., which they also consider as the most effective. The largest number of teachers uses well-known games that they design in accordance with the teaching content and those who design and create their own games, which they most often apply during group work or paired work. Teachers express positive attitudes about play as a teaching method, especially classroom teachers and those under the age of 37. Teachers consider play as an integral part of contemporary teaching, a desirable activity, and an effective learning/teaching tool. According to the teacher’s opinions, the engagement and activity of pupils during play is greater than during lecturing, and the use of play in teaching inspires greater interest in pupils and increases motivation, develops collaborative behaviour and promotes communication and mutual assistance.