Based on Vygotsky's theory amongst others that play reflects different aspects of children's development and culture, this thesis explores in depth how aesthetic activities can influence children's play and the nature of the connections between play and culture, primarily in the aesthetic forms of drama and literature. The thesis also presents ideas on testing and developing models for an aesthetic pedagogy of play in preschool. Part 1 of the thesis presents the background and theoretical starting points of this didactic study, and includes discussions of the role of play in Swedish Preschools, the Froebel pedagogy, developmental theories of psychology and play pedagogy, as well as the different traditions of research into play and the need for an aesthetic approach. Part 2 discusses interpretations and analysis of different types of pedagogy, ideas in creating a play world for children, and examples of games that can reinforce children's sensitivity to role, dramatization, and aesthetics. Part 3, the conclusion, discusses the meaning of dramatic action in play, the roles of adults, play development in classes, and the linkage between play and children's culture. Results of a survey of child care workers in one Swedish municipality are appended. Contains 250 references. (MOK)