Play has a major role in children's development, serving as a foundation for their learning and general well-being, by shaping their physical skills, emotional regulation, language development and social interactions. It is multifaceted, and includes both structured and unstructured activities, and allows children to explore their imagination, creativity, and problem-solving abilities. Risky play, characterized by challenging and adventurous activities, has attracted attention in educational settings because of its potential benefits for children's development. Research shows that such play promotes the physical, cognitive, emotional, and social development of children. The defined risk in these activities allows children to explore their limits, develop risk assessment skills and strengthen their confidence and resilience. The aim of this work is to recognize the importance of risky play in nature in early and preschool education, based on the existing literature, and to make a comparison of play concepts in different curricula, the Outdoor curriculum of Sweden, Norway and Denmark and the National Curriculum for early and preschool education of the Republic of Croatia.