The important role of spontaneous play in preschool education programs is emphasized. At present too much emphasis is placed on structured learning activities and it's suggested that more "open spaces" be allowed for in a child's day. In spontaneous play, adequate space and time must be allotted for investigation and unhurried experience. Good play equipment can be used in many ways and may be manipulated by the children. Both spontaneous and structured play should be planned for in a balance that is unique to the needs of the children in each classroom. Structured play activities directed by the teacher should be carefully planned and presented to meet individual and small group needs. General discussion presents supporting informationfrom work done by Piaget, Erik Erikson, and Lili Peller. Four stages in play development defined by Smilansky are reported: (1) Functional play; (2) Constructive play; (3) Symbolic play; and (4) Games with rules. Examination of these stages may help the preschool teacher determine which stage the child has reached and how she can help meet his needs for play experiences. (SDH)