The game is a bit of a child's growing up. A child enjoys, develops and has fun through play. Play arises from the child's inner needs, and this paper shows the importance of children's games in the physical, cognitive, emotional and social development areas. Through play, the child learns and satisfies the main need, which is the need to move. The types of games for children are described with regard to the cognitive and social level. The spontaneity of children's play is always spontaneous, without rules and free, and the beginning of symbolic play is considered around the second year of life, when the child imaginatively transforms the meaning of an object that becomes a substitute for a real object. Spontaneous games are present in kinesiology activities, and the basic types of spontaneous games that serve as kinesiology content for older children are listed. In early language and speech learning, play has proven to be a good method for learning language content. The work presents stimulating games in which children develop listening, speaking, reading and writing skills. The game is present in physical exercise and physical activities, and motor activities have been shown to contribute to learning and school success. Children's playgrounds are still the most favorable places for movement, and through play the motor development of children occurs naturally in an enriched and stimulating environment, and in the work you can find games that children can play outdoors. The paper presents a survey which aimed to examine the influence of educators on the spontaneity of children's games. In the past, there was an insistence on too much influence on children's play, but today children's freedom and spontaneity and non-interference by educators are more encouraged. The role of the teacher in the children's symbolic game depends on the specific situation, and the quality of the game depends on the relationship between the teacher and the child. 108 educators participated in the research, and the educators expressed their opinions using the method of selecting agreement and disagreement with certain statements about children's play. The survey ends with determining the educator's own role in the spontaneous play of preschool children.