Adults, including early childhood teachers and caregivers (i.e., parents, carers, kinship members), have an important role in supporting young children's learning through play in early childhood. However, little consideration has been given to the relationship between these significant adults' perspectives of play and the play experiences of young children. Various conceptualisations of play and play-based learning influence the decisions adults make about the provision of play in early childhood. This can make it difficult to support adults in their understandings of the need for play in young children’s lives. We propose that more needs to be known about what significant adults think play is. This new knowledge would enhance professional learning and parent education programs in the early childhood education and care sector for increasing children’s opportunities to learn through play.