This study introduces the pedagogy of narrative play, a method developed in Finland to preserve the power of play and support adult-child partnerships. It attempts to design a conceptual framework encompassing the theoretical and philosophical foundations of the approach, the educational environment, roles discharged by adults, daily flow, planning, implementation and evaluation process. Hakkarainen and Bredikyte developed the narrative play pedagogy in the late 1990s. Essentially, this methodology is theoretically and philosophically grounded in Vygotsky’s cultural-historical theory of development and the opinions expressed by Professor Vasili Davydov and his team. This approach aims to devise games for children and facilitate the transition between play and school learning tasks. The pedagogy is practised in varied in-school and out-of-school environments that invite children to play. Children experience adventures in fictional worlds, playing imaginary roles with peers of different ages as well as adults as their acting partners. Narrative play pedagogy can guide experts and practitioners and represents an inspiring example of constructing a game-based learning culture in preschool education institutions in Turkey.