Numerous studies confirm the importance of outdoor play for the psychophysical development of an early preschool child, emphasizing the development of motor skills and abilities, social relationships, creativity, concentration, self-confidence and emotional competencies, etc. The child, in his natural environment, finds many multisensory stimuli for exploring and satisfies his need for movement, which is the foundation of a child’s holistic development. Spontaneous outdoor games enable the child to meet the basic needs of life, which are power, freedom, unpredictability, fun, self-actualization that intrinsically encourage the child to participate. This paper tried to show the importance of the child's outdoor stay and the contribution of spontaneous motor games to the overall development of the child. Characteristic of modern childhood are, among other things, overprotection of the child in all segments, reduced movement of children, restraint of children in motor games, and the institutionalization of childhood. It is this increased need for a child's stay in an early development institution that places a great responsibility on educators and the obligation to carefully plan children's outdoor stay. The aim of the research in this paper was to examine the stand and opinion of educators about spontaneous outdoor games during their outdoor stay. The research sought to find out what are the conditions for outdoor stay in institutions for early development and upbringing of children. Which games do children most often choose spontaneously, and educators view towards them, how much do educators actually support such games or do they restrain the children in spontaneous games in fear for their safety.