The early and preschool age is considered a crucial period for the child’s overall growth and development, and play as part of the educational process provides children with the zone of the next development. Children of early and preschool age should be provided with a positive atmosphere, a safe and quiet space and suitable conditions for play, as well as a variety of materials suitable for different levels of development. This graduate thesis deals with the topic of the meaning of children’s play from the perspective of parents and kindergarten teachers of early and preschool children. The introductory part presents a theoretical presentation on the mentioned topic, and the methodology is presented in the main part of the thesis. The main goal of the research was to examine the meaning of children’s play from the perspective of parents and kindergarten teachers of children of early and preschool age, and based on the results of the research to determine whether the opinions of parents and kindergarten teachers differ on the meaning and understanding of the term children’s play. A total of 12 semi-structured interviews were conducted in which 6 parents and 6 kindergarten teachers participated. For the research, a semi-structured interview method was used, and the data were processed based on three research tasks, namely: to examine the opinion of parents and kindergarten teachers about the understanding of the concept of children’s play from their perspective, to examine the opinion of parents and kindergarten teachers about their role and competencies in conducting and organizing games and monitoring the child in play and spontaneous play, and finally to examine the opinion of parents and kindergarten teachers about potential difficulties in monitoring and organizing children’s play. The research protocol was created based on preconceived research questions that are attached to the thesis. The results of the research show that the participants share their opinion on the understanding and meaning of the term children’s play. Likewise, the participants believe that they are competent enough to play with children. Finally, the participants stated that they did not encounter major difficulties in monitoring and organizing children’s play.