The survey study deals with the issue of children’s games and toys from the perspective of contemporary psychology and educational science. In the first part, semantic problems linked to the term “game” are alluded to. Even in psychology, the term often extends beyond its traditional denotation, if it is to be applied to children’s game. At the same time, representative theories o f behaviour in games are interpreted, ie. the Schiller-Spencer, Groos, Hall, Freud, Adler, Piaget, Elkonin and other theories, showing that defining an entirely universal theory of children’s Plays is complicated and that present-day theories of behaviour in games possess various interpretative validity according to the context of the game’s situation and the acquired degree of mental development of the child. This applies similarly to games’ classification theories which are based on an empirical description of the games’ development - rather than on the game’s theory - founded on the child’s ontogenesis. R. Caillois’ classification theory is emphasized as particularly inspirative for psychology. The toy is the means that influences and develops the child’s game. Its particular (and sometimes rather hypothetic) functions are analyzed - ie. educational, aesthetic, socializing, abreactive, supporting creative fantasy e|c. Functional potentialities of the toy are especially emphasized as they influence children’s games in a decisive way. Finally, varying multidimensionality of children’s games is pointed out. Pften, in a concrete game situation of the child, !t transcends handed down conceptional schemes.