This study attempted to determine the relationships between the dramatic play of children aged three to seven and their self-concept; between dramatic play and two components of self-concept--self-esteem and identification with friends; between dramatic play ability and self-concept; and between dramatic play and the teacher's attitude toward dramatic play. To assess the children's dramatic play, an observation schedule based on the Smilansky (1968) observation schedule was used to record observations of free play inside and outside the classroom. To measure self-concept and its components, the Self-Social Constructs Tasks of Long, Henderson, and Ziller were employed; to measure dramatic-play ability, a measure developed by E. Paul Torrance was used. Questionnaires were developed to assess teachers' attitudes toward dramatic play. Analysis of the data indicated that, for the young child, positive relationships exist between dramatic play and self-concept, between dramatic play and the two components of self-concept which were studied, and between dramatic play and the teacher's attitude toward dramatic play. The data failed to establish a connection between dramatic-play ability and self-concept, but they established a negative relationship between this ability and self-esteem. (Author/GW)