A necessary condition of play is communicative competence. The purpose of this paper is to illustrate what can be learned from multiple perspective analysis on communicative competence across disciplines in studying play. From child language and psycholinguistics, we see that children are capable of formulating a theory of the structure of language. From ethnography of communication, we see that children are aware of the variety of rules associated with producing, predicting, and interpreting. From social psychology, we see that children are capable of communicating intentions through variations in features of communicative style. From sociology, we see that children have the capacity for applying acceptable strategies of sequential ordering. From pragmatics, we see that children have the competence of performing the ideational function, interpersonal function, and textual function of language. The findings contributes to the understanding of the complex aspects of children's play and to the development of a play program.