An early childhood and preschool children present a great challenge for a 21 st century educator, as well as a constant research of their own educational practice and learning of various interests in every individual child. The role of an educator is to recognize the potential of every child through games, to encourage further development of child’s competence in critical thinking. Most of communication between a child and an educator is made through a conversation with a child, constant availability of educator to the child, encouraging child’s autonomy and independence as well as quality assessment during intervention. Through games, children learn independent decision making, being equal in discussions and always respect each other and understand the needs and interests of other children. Educator can have different roles in games for children. They can be passive observer, interested observer, coplayer, leader or a game controller (Šagud, 2002). The roles of the educator can change depending on the need of the game to include them into the game as well as the interest of children for their participance. The educator should weigh towards the role of an interested observer with the aim to enrich the game. The aim of this work is to elaborate on the role of educators in children´s play based on scientific-professional literature.