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The article analyzes modern studies of the play of preschool children, identifies a set of conditions necessary for its development, including three groups of parameters: characteristics of the subject-spatial environment, teacher–children interaction, support for children’s interaction. The crisis of the play disappearance is seen as an opportunity to establish a dialogue between researchers from different countries, rethink existing programs, eliminate the contradiction of the visibility of the play and at the same time its absence in kindergarten, and strengthen the conditions that support the true game. The greatest educational potential has an open, transformable environment that challenges the child, and the partner position of an adult who does not exploit the game for educational purposes, but supports children’s interaction and co-construction of the game plan. For optimal support of the game at preschool age, the teacher must also provide access to a variety of multifunctional materials, structure the program so that children have enough free time to play during the day, create conditions for communication and joint play of children of different ages.