Introduction In this article we will discuss the importance of play, analyzing the practice we have in Singapore and developing models of play. What is GAME? According to Ashiabi (2007) play is self-motivated, freely chosen, engaging, imaginative and creative. In Arthur, Beecher, Death, Dockett & Farmer (2008), play is described as important in children's daily lives, is initiated by children, is a child's choice and is believed to motivate children to learn and develop a positive disposition towards learning. Play is essential and naturally engages all children, supports well-being and allows children to develop holistically as they play (Roberts, 2010). In the past, Singapore was the place where grades mattered through the acquisition of academic skills and gaming was neglected. For example, regarding grades, the measure of success, a teacher would most likely jump out to buy more time for classroom activities that are seen as more visibly productive or so it seems. What most of us don't realize is that play can actually do just as much or even more, play is important in a child's growth and the development of the child as a whole. The picture and direction have changed in these few years, the government has started to understand that in a child's learning journey, the preschool years play an important role in the child's holistic development. The Nurturing Early Learners framework (2012) suggested that teachers use play as a tool and encouraged the teacher to provide purposeful and intentional play to engage children with meaningful experiences and enable them to learn in fun and enjoyable play, which can be structured and unstructured. Observations on the gameObservation 1: During free play for...... middle of the paper......dichotomy of work in pedagogy. In M. Ebbeck and M. Waniganayake (eds.): Learning in different contexts, pp.141-156. South Melbourne: Oxford University Press. Nurturing Early Learners (2012). A framework for a preschool curriculum in Singapore published by the Preschool Education Unit of the Ministry of Education, SingaporeRoberts, R. (2012). Wellbeing from birth. Sage, London.Siraj-Blatchford,I. (2007). Creativity, communication and collaboration: identifying pedagogical progression in shared thinking advocated in the Asia-Pacific Journal of Research in Early Childhood Education, 1 (2) 3-23.TARMAN, B., & TARMAN, İ. (2011). Teacher involvement in children's play and social interaction. Ilkogretim Online, 10(1).Tudge, J., & Rogoff, B. (1999). Peer influences on cognitive development: Piagetian and Vygotskian perspectives. Lev Vygotsky: Critical evaluations, 3, 32-56.