This work is about the study of the children's free play in kindergartens. The study aims to investigate what significance free play has in kindergartens and what role pedagogues have in their children's free play. This study was conducted in two different kindergartens located in the same municipality.  One of the kindergartens is located in a monocultural area and the other in a multicultural area. That provides the opportunity to explore what differences exist between the two kindergartens. A qualitative investigation, consisting of interviews and participatory observation, was performed to answer the above research questions. The results confirm my own original conviction that the free play develops children's social interaction, fantasy and language. The pedagogues role in the children's free play is to help children during their free play, to give them confidence, to make them happy, to give them new and developmental toys and to provide an environment to safe play in.  The difference between the monocultural and multicultural kindergarten was that children with multiethnic background had problems with understanding each other because of differences in language, and this affected their social interaction and fantasy, thus their playing too. The pedagogues had to make an extra effort in helping these children to start to play together.