The aim of this research was a theoretical study of the symbolic games, the importance of its function in the child's development, especially the development of his work and monitoring and analyzing the symbolic play of children 3-6 years in kindergarten. In defining symbolic game starts from the general guidelines: internal motivation, flexibility, association games with positive emotions, focus on the process rather than the result and the like. Newer theories emphasize the complex and diverse role of symbolic play in the overall development of the child and related symbolic game with competence, the process of exploration and creativity (Šagud, 2002, 11, 12, according to Singer, 1973; Smilansky, 1968). Favorable context for the development of the creative potential of children and symbolic game in the institutional context of the kindergarten have a positive socio-emotional climate, a sense of trust and security, reciprocal interaction, congruence, interaction educators and children and a favorable ratio between the number of children and adults. These are, according to Šagud, only some of the factors that determine the game (Šagud, 2002, p. 36). Analyses of the video children's symbolic play in terms of children's creativity, which we did in kindergarten "Popeye" in Split, which will explain the empirical part of this study confirm the findings and theoreticians and practitioners, on its exceptional yield in the overall development of children.