Play plays a crucial role in child development and is considered a universal language for children. It promotes learning, creativity, social and emotional development, as well as the general well-being of children. Therefore, this project is based on the following question: how do educators include free play in their pedagogical practice and, if so, is this play, in fact, free? In this sense, it is a proposal to study multiple cases within a daycare center, with the general objective of understanding the adult educator's conception and stance on free play and the impact of this on the autonomous activity of children between 0 and 3 years within a collective space. Furthermore, we have the following specific objectives: 1) Identify whether and how free play is included in the educator's pedagogical practice and how he conceives it; 2) Analyze the possible attitudes of the educator in relation to babies’ free play; 3) Examine the configurations of babies' free play considering the educator's attitudes. We take as inspiration for the analyses, the Piklerian proposal regarding the care and education of babies, based on autonomous activity, within their free play. Observation is the methodological foundation that will follow the research.