Simbolic game is the leading activity of a preschool child in which it can, in a natural way, be independent in learning, exploring, discovering and building his knowledge about itself and the world around. In the game it present his abilities, development potentials of the whole-some growth and his natural need for art expression. The child invests in the game itself, its family, cultural and religious suroundings. Work can cover the creative potential of game, its visual aspects as a manifestation of childs need for creative and imaginative experession.The surounding primarly reflects its ability of affirmation. The goal of the research was to deter-mine the attitudes of preschool teachers about the significance of the symbolic game in incou-raging art expression of a preschool child in a educative process. The research covered six preschools in Zagreb (N=170). The result of show the attitude of preschool teachers about the significance of the symbolic game in incouraging art expression in a preschool child and show that the significance of symbolic game in that case will be optimal in a situation where the children have permanent possibility of active participation in every day education context. The results of the research cover the artwork of children, participants of three preschool groups: two diverse groups and one with regular preschool program, sixyear-olds (N=52). With the research of the manifestation of symbolic game and art espression of children, it has been shown that the children in diverse groups are more active in making art after the game, than the children in homogenous groups who are more active in art expression during the game.