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The article focuses on the role of the teacher in the play of preschoolers, which is very ambiguous. On the one hand, the play is the free, independent activity of children, which does not suppose intervention, much less adult leadership. On the other hand, fantasy play involving the typical differentiation between imaginary and real situations does not arise spontaneously, and the educator is the main condition for the creation full-fledged playing. The level of development of children playing, the desire and ability to play and the development of preschoolers depend on the position of the educator in regards to the children playing, and their game-playing competence. Different positions of the educator in regards to playing children are discussed: detached, didactic and supportive, which is based on game-playing competence. This article introduces the concept of “game-playing competence” which includes various components. There are three main abilities in game-playing competence: fertile imagination which allows the educator to overcome stereotypes and create new characters and plots; emotional expressiveness and artistry involving children in an imaginary situation; support initiation and autonomy in children, and their self-confidence. This requires communication skills and sensitivity to other people, allowing you to see and hear your partners. That can be difficult if the educator has clear understanding of how to play correctly and the children cannot do it. In addition, educators need to know child psychology and development games. In conclusion methods for developing these features in educators in the process of their professional training are discussed.