The paper thesis is the use of dramatized therapeutic fairy-tales for preschool children as a psycho-corrective and preventative group work within the educational group. In order to produce a quality result of the overall drama process, there is a need to adopt certain preconceptions. For this purpose, the first part of the work introduces the reader to the features of the therapeutic fairy-tale, its effects on the child of preschool age and provides guidelines for accessing fairy-tales while the second part provides the social and emotional context of the child of preschool age with the aim of producing quality activities and choosing fairy-tales that are appropriate to child development stage. In the third part of the paper, the problem of dramatization is multi-aspectual approached. Defining the notion of dramatization is theoretically arguing the need for dramatization that appears within the group and a concrete process of fairy-tale dramatization is being carried out. Putting it into a correlative relationship with psychodrama and group dynamics, the use of dramatization in the form of media that helps children with emotional and social development problems and problematic behavior is justified in the paper. Since group dynamics processes influence the transmission of an individual's problem to the whole group level, it is particularly emphasized that by seeing a therapeutic play, the group's sensitivity to the particular problem is achieved and its understanding on the individual level is reached. The concrete and complete process of dramatization, which is in the final part of the paper, implicitly implements all presented theoretical knowledge and as a result provides an example of dramatized therapeutic fairy-tale for children of preschool age.