Play is a phenomenon of childhood and characterizes children's culture. The child enjoys the game, having fun, socializes and chooses activities on his own initiative, play is actually a mirror of the child. The child brings himself into the game, his interpretation of situations, things and events. The game is instinctive, it happens by itself, it is unnecessary to ask how it is created, how it develops and what its effects are. It can be defined as an activity that the child chooses alone, and is a consequence of enjoyment and pleasure. Play is biologically, psychologically and socially necessary and develops together with the child. The child is curious, it is a researcher who develops many skills through play that will be useful to him throughout his life. Learning through play is a practice that many preschool teachers use in their work to encourage children in a natural way to build their knowledge and develop self-confidence and to follow their own curiosity. While exploring many social and motor skills, children experiment, discover and solve problems through play. The aim of the research is to examine the extent to which children have free play initiated by them and the extent to which the preschool teacher allows and recognizes such play and how he is involved in it. Free play is an activity that arises undisturbed, unobtrusively by adults, a game that child thinks about, offers ideas, suggestions and solutions. The research method is descriptive, qualitative data processing was used, and as a data collection technique was used a poll between preschool teachers and parents.