The research problem of this thesis relates to exploratory games and activities in kindergarten, where based on empirical research, conclusions are reached regarding the frequency and type of exploratory games. The purpose of the research is to provide an insight into the contemporary practice of kindergartens related to exploratory games and activities, whereby a unique survey questionnaire was designed for this research, made on the basis of previous findings from secondary literature. The research methodology is focused on descriptive statistics and its analysis of the results of survey questionnaires. From this research and based on the results, it is concluded that exploratory games and activities are one of the key elements in working with preschool children. Play is a child's activity, characteristic of children, but this does not mean that a human being grows up and stops playing. People play all their lives, only the goal and the result of the game change. Play is a very important activity that leads to a child's physical, cognitive, social and emotional development. Through play, the child learns to overcome obstacles, socializes with other children and learns social rules of behavior, adopts moral norms and shapes his own view of the world around him. Also, the game develops empathy and self-control in children, which are very important for the child's further life. Therefore, adults, either parents or preschool teachers, should encourage play as much as possible in order to provide children with quality development because it will affect the child's life in adulthood. However, it is important for the adult to allow the children to play naturally and not interfere too much in the game, leaving important decisions about the game to the children. Children are researchers by nature, so it is significant, important and useful to use that. Preschool teachers should therefore encourage the investigative nature as much as possible by introducing and using exploratory activities and exploratory games.