This research focuses on the design of environments as a device to enhance the game in early childhood which implies a movement to the understanding of teaching practices that could lead to question, among other matters: the teachers’ role, the features of children’s development, the need for free and independent activity of play environments designed for that purpose. This study aims to promote reflection and study on the design of environments for play, from the practice of a group of teachers. It is based on a vision of education whose specific purpose is to promote child’s development, having as activities of the early childhood, game, art, literature and exploration of the environment, as well as the possibilities of expression, communication, interaction and approach to the culture of early childhood. It draws on some important authors in the field of study, such as Montessori, Decroly, Garvey and more recently, Malajovich, Glanzer, Abad, Hoyuelos, Schon, among others.The methodological framework chosen is the action research, developing cycles of planning, action, observation, and reflection, with the group of teachers involved in the work. The most outstanding result of this research was to make visible the knowledge that comes from the reflection of their own experience about the design of environments for play.Besides, the teachers felt recognized and valued in their teaching work. After that the group of teachers was granted with time and space for meetings and reflection activities.keywords Game Sphere, Playful Environments, Creative Transformation, Teaching Reflection, Early Childhood Education.