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This leads us to the following question: What is the appropriate form of children's theater in general, and for kindergarten children in particular? This is what the current study is concerned with and forms its basis. Puppet theater is perhaps one of the most suitable theatrical and dramatic forms that can be used as educational activities in the development and education of kindergarten children, especially with the characteristics of children at this stage, such as imaginative and dramatic play, logical imagination, and animism of matter. All things around them speak, move, and feel, as well as the child's characteristic of fun, happiness, and play in all its forms in general, in addition to the child's attachment to their puppets, which are considered their childhood companions. All these characteristics correspond to puppet theater and its characteristics. Puppet theater, with its dramatic characteristics, also suits the immersive nature of children. They immerse themselves in the role and place themselves within the true emotional situation of the artistic work, as if they are the heroes of the play in the context in which it happened. The theater, with its dramatic characteristics, helps children with (puppets), its various sound and musical effects, its theatrical tricks, and its enchanting lighting. All of these together contribute to transporting children to the fascinating, mythical world they are happy to live in. Thus, the elements of theatrical illusion cooperate with the children's imaginative or free imagination, their immersive situations, and the dramatic escalation that brings the child to the peak of pleasure, emotion, influence, and feeling." (Aisha Abd Al-Latif, 1988: 110), (Hassan Ibrahim, 1988: 17). It is worth noting here that one of the modern trends in education is that the learner should have a positive role in the learning process, through their active participation in educational activities and situations. This has been confirmed by a number of studies, including: the study of Ahmed Rashwan (1993), the study of Mohamed Abdel Gawad Mansi (1997), the study of Jones (1983), and the study of Blanton (1997)... All of which emphasize the necessity of the child's participation and interaction in educational activities and the positive impact of this participation and interaction on their cognitive, skill, and emotional development, as well as innovation. Since puppet theater is one of the activities that can be employed educationally, it can also provide a wide مجال for the child's positive participation through working with it, in a way that allows for the development of their creativity and innovative thinking, and in a way that does not make puppet theater merely a field for entertainment.