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The aim of the study is to determine the approaches of preschool teacher candidates to the embedded rules in the sociodramatic plays. The qualitative research pattern was used in the study and the work group was determined within the limits of the criteria specified by the researcher. 44 preschool teacher candidates participated in the research. 3 sociodramatic play scenarios created by the researcher and in which there were different sex dyads were used as data collection tool. The results show that the approach which is most frequently exhibited by preschool teacher candidates about the embedded rules in sociodramatic plays is the rule-centered participation approach.