This study aims to explore the application of the concept of Independence of Playing in the 2013 Curriculum in an Early Childhood Education (PAUD), using a descriptive-qualitative method. The data collection was carried out using interview instruments, questionnaires, and direct observation to institutions to see the teaching and learning process and conduct documentation. The data analysis used was triangulation, by performing several stages, namely reducing the data obtained, presenting the data, and drawing conclusions or verification. The results show that the implementation of the Independence of Playing in the 2013 Curriculum, beginning with the preparation of the Semester Program, Weekly Learning Implementation Plans (lesson plan), Daily Learning Implementation Plans, and Assessment Planning which are carried out at the beginning of the school year when preparing the 2013 PAUD Education Unit Level Curriculum at PAUD Islam Terpadu Yadiaksa. The teaching and learning process with Independence of Playing is carried out when stepping before playing, playing activities, and communicating stages. The stakeholder of PAUD Islam Terpadu Yadiaksa, the principal, and the teachers work together in designing learning tools. After the unit-level curriculum is completed, educators and educational staff take part in the Training for the Implementation of Independence of Playing. All development of themes and sub-themes that have been selected must be by the concept of Independence of Playing for children. The assessment is carried out in the form of observation, portfolio.