This chapter explores how relational practices can promote children's play through playful interactions in a refugee camp between children from the camp, local children, and the authors. It highlights the importance of adult awareness and sensitivity towards children's experiences in facilitating and supporting play. Additionally, it emphasizes the significance of play as a child's own life space for creating new meaningful experiences. Aligned with UN Sustainable Development Goal 4.2: Ensure that all children have the opportunity for good early development and care, and access to preschool, so they are prepared to start primary school., this chapter contributes to understanding the global role of early childhood educators by discussing how they create nurturing environments that support play, provide guidance, resources, and emotional support in challenging contexts. The theoretical framework includes Hohr's (2013) perspectives on transforming children's experiences into play, Hobfoll et al.'s (2021) principles for reducing anxiety and stress, and the concept of triggering (Wallerstedt et al., 2021). Dialectical relationship theory (Løvlie Schibbye, 2002) emphasizes the dynamic nature of relationships, balancing children's need for independence and support. The data is based on participatory observations and presented as three narratives.