This study looks into some elements of intelligence and the role of playing in early childhood education. It also aims to contribute data for further study of the structure of relation between early childhood education and primary education. In order to study the relation between early childhood education and primary education, some elements of "school readiness" which is a connecting point between these two educational stages, have to be examined. This study was grounded on the theory of G. Witzlack et al., and focused on intelligence as the uniting point of two aspects: (1) the ability of language, and (2) the ability of intuition. Moreover, under this conception, imagination, which is the medium of the above-mentioned two abilities, was also considered very important. Next, the definition of imagination and its significance for the development of intelligence, grounded on the theory of L. S. Vygotsky, were dealt with. "Imagination" is defined as the ability of understanding the objective reality, acting on it and reforming it purposefully and intentionally. Therefore, we must open up children to a real world in order to develop their imagination. By means of it, imagination is broadened and deepened in the interaction with experience. In this process, imagination develops in a close relation with the ability of language and intuition. And the activity of "playing" plays a vital role in the development of imagination. Playing is developed by the imagination, while a part of imagination also can be developed only by playing. The development of imagination in playing enables (1) children to be released from the restriction of conditions in playing, and enables (2) children to approach the objective reality in playing. By examining these two points, this article tried to recognize the role of playing in early childhood education from a viewpoint of "school readiness".