Özet:

The aim of this research is to identify the views of pre-school teachers against the dramatic game. In the study, phenomenological patterns were used from the quality research approaches. The research work group formed 30 pre-school teachers who worked in the 2020-2021 Education-Teaching year. The data was collected by the interview form consisting of semi-configured interview questions developed by the researcher. The data is analyzed using the content analysis method. According to the findings from the research, pre-school teachers took more into account the structure of the game while defining the dramatic game. They supported the children’s dramatic play because they had a close contribution to all their pre-school teachers. Pre-school teachers most participated in the game and supported the children's dramatic games. Pre-school teachers have participated in the children’s dramatic games to improve the game process mostly. All of the teachers of the pre-school were involved in the dramatic games of children. The conclusion has been that the dramatic game definitions of pre-school teachers are consistent with literature, that they are aware of the contribution of the dramatic game to children, that they participate in the dramatic games and that children participate in the dramatic games to improve the game process. The findings were discussed and proposed.

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