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There are a lot of contextual factors presenting reminders, clues and external supports in educational settings. Undoubtedly, teachers, children and physical environment are the leading contextual factors. In this respect, it has been proven by some researches that teachers vary in their speech, behaviors and roles during plays. The aim of the study is to investigate behaviors of teachers during make-believe plays of preschool children. The study was established within the frame of phenomenological design out of qualitative research methods. Study group is constituted on the basis of maximum variation sampling method. 20 volunteer preschool teachers participated in the study. Nine hypothetical scenarios developed by researchers were used as the data collection tool. Content analysis and frequency analysis was used. It was found that most of the teachers have a tendency to maintain the play in situations related to imaginary situations or in embedded rule conditions while they have a tendency to interfere with the play in situations related to taking a role.

methods:The study is composed of two parts. In Study 1, the Injury Behaviour Control Checklist was tested for validity and reliability with the mothers of 493 children in order to identify injury-risk behaviours. CFA findings suggest that the 'Injury Behaviour Control Checklist' can produce a valid and reliable assessment. Study 2 had two steps. In the first step, one-to-one interviews were conducted with the children, who were requested to 'draw an injured child' and were subsequently asked some questions after their drawings had been completed. In the second step, the children's mothers were given the Injury Behaviour Control Checklist. A total of 98 children between 43 and 65 months of age and their mothers took part in Study 2. Selection was by convenience case sampling, All of the mothers participated in the study voluntarily. 49 of the children were female and 49 were male. For data collection, the Injury Behaviour Control Checklist completed by the mothers was used. The data was analysed through factorial variance analysis. Results:The study concludes that gender and the context of injury cause a significant difference in children's injury-risk behaviours. In addition, the interaction between gender and the type of injury causes a statistically significant difference in children's injury-risk behaviours. Conclusion:While the children's gender and the context of injury can each separately modify children's injury-risk behaviours, the type of injury and the children's gender can only modify the risk when both are taken into account.