Abstract
This contribution highlights the impact of contextual factors (the structure and realism of toys and the play situation) on the development of symbolic play. The studies compared three age groups of children in preschool settings. In the first study we varied the degree of structure in the toys. The level of the play was evaluated by a five-level scale of development in the use of toys and objects. In the second study we varied the theme of the play and analysed the complexity of the play by using Smilansky's Scale for the Evaluation of Dramatic and Socio-dramatic Play. The results of both studies confirm that the level and complexity of children's symbolic play depend on both play materials and the play context. Therefore, preschool teachers should consider both aspects when planning, organising and supervising the play of children in preschool settings.
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