It is a well-known fact that transition from kindergarten to school is a cause of chronic emotional stress and anxiety in a child, which could lead to the syndrome of school maladjustment. The author has attempted to discover the possibility of forming school adjustment through correcting child anxiety by means of non-directive play therapy conducted while the children are still at kindergarten. The findings testify to the positive effect of play therapy on preschooler anxiety, which improves the child's school adjustment and performance.