The role of sociodramatic play in children's cognitive, social, and physical development is discussed, drawing on observations of work with parents and their children ages 3-5. The paper focuses on the way the teachers guided and facilitated play taking cues from the children. A training session was provided to the parents on ways to play with their children using limited resources. Parent meetings were held once a week while children were in class. Home visits were also conducted. The children attended preschool four mornings a week. During most of the morning they were engaged in guided play activities. It was found that the most valuable learning experiences were when the children engaged in sociodramatic play after the teacher had provided some real-life experiences for them. With guidance, the children became more creative and expanded their interaction and communication with others. The results indicated that the maturity level of all of the children's play improved. They were engaged in more social interactions, problem solving, and group dramatic play. The amount of time spent in sociodramatic play activities also increased as children extended their play. (AA)