This paper presents the motif of spring in various plays for children, as well as it’s possible stage potential. The play, as a dramatic genre, is not so represented in the literature on children's literature, and very little is written about it. Some authors talk about the poor publication of recorded plays, but in recent years their number has been increasing and more and more anthologies have been published. Nevertheless, many educators still decide on independent dramatization of different literary genres for performance on stage, emphasizing the importance of familiarity with it, and a responsible approach to all stages of the drama-stage process, as well as respect for the possibilities and interests of the children in the group. The motif of spring is one of the most common and closest to children. By showing different, closely related concepts, and their interaction, it is possible to influence the cognitive and socioemotional development of children, as well as the development of creativity and imagination. In addition to presenting all of the above, this graduation thesis aims to appeal to educators and future educators to approach the drama-stage process responsibly and thoughtfully, but to also encourage them to use it in their own practice and educational work with preschool children.