This paper examines constructive play in the context of Waldorf and normative kindergartens in Israel. In conceptualizing the output of children's construction, the current research relies upon the fields of problem-solving and technological thinking, using the design process model. The research results were based on a sample of 39 construction processes collected over the course of one year. A relatively high percentage of construction targets 86% geared towards socio-dramatic play was found at the Waldorf preschools compared to 35% at the normative preschools, indicating that the constructive play is a central feature at the Waldorf preschools and it can serve other types of play as well.