This book makes a retrospective of early childhood education and places the act of playing in each of the periods that historically constitute it. Likewise, necessary questions are addressed for the encounter with the faces this act, which implies the approach to theoretical references that allow recognizing social education as a framework for understanding the beliefs that teachers have about playing. From the interpretive hermeneutical approach, the meanings, and senses that the teachers give to their practices are understood. In addition, the two institutions, the teachers, and the babies with whom the research was carried out are characterized.