Observing childhood through history, we can notice many differences in the understanding of the concept itself, influenced by factors such as social order, living conditions and lifestyle, culture, religion and other rituals. However, if we focus on the overall concept of childhood throughout history, one common, essential factor becomes more and more evident, one that unites all cultures and historical periods of childhood – children's play. Children's play represents a fundamental aspect of every child's life, but it is also a basic component of the psychological and sociological development of every human being. Nevertheless, the phenomenon of play is studied by numerous related sciences such as philosophy, pedagogy, anthropology, ethnology, and accordingly, there are various perspectives on researching this field of interest. Researching the activity and potentially deeper meanings of children's play, some questions arise. These can include: freedom in play without the active involvement of educators, the ways in which play influences the moral development of children, which approach, if any, is appropriate for educators to intervene in the activity, and also the sensitive issue of creativity throughout which children express their uninhibited spirit and imagination.