Through the theme "Puppet - a child's best friend" in the introductory part I’ve briefly explained how playing effects a child, as well as child's connection with the puppet. We have concluded that the puppet is often a mediator between children and adults. The beginnings of puppetry have occurred in the Far East, from India they have spread to China, Japan, Java, Egypt, ancient Greece and eventually throughout whole Europe. Puppetry has developed in Europe in the 16th and 17th century. Puppets are divided into two groups: marionettes (puppets on a string), and hand puppets (rod, Guignol puppets, snapdragons, etc.). Puppets differ in the method of preparation, the material and the method of animation. In addition to performing, puppet can be any object that we take in our hand and add to it movement. Puppet has a major role in encouraging child's emotional, social and cognitive development. To satisfy children needs, puppet can aid a child to establish itself in the unfamiliar environment. Also, a child is easier to complain to a puppet than an adult, so the puppet can help the educator to understand child's needs and desires. Through playing with the puppet a child is easier to have knowledge of itself and creates a positive image of them self. When dressing and feeding puppets a child becomes more independent and is easier to be included in many social situations. Children become more socialized by mutual agreements for the puppet play, and in the course of making their own puppets. In this way, we conclude that a puppet helps in encourage children's creativity. In comparing puppets and humans one can notice that a puppet can do everything a human can do, but human can not do everything a puppet can. Puppet is more durable than a human, it does not grow old and does not lose a smile off their face. Often dealing with interpersonal relationships, and because of the emotional connection that a child has for it, it’s message leaves much stronger impression on a child than the one that would convey an adult.