The aim of this study is to determine the extent to which traditional children's plays, which are an important cultural element, are included in the texts of primary school Turkish textbooks. For this purpose, the third, fourth and fifth grade Turkish textbooks accepted by the Ministry of National Education in 2016-2017 and studied in the schools were examined. The examination was based on main texts and free reading pieces and visuals. The obtained data were evaluated in terms of quality and quantity. In this study conducted in 2018, the following results were obtained: It seems that book authors have been trying to create "activity" richness rather than equipping children with a national culture, and to give them the benefits that the program obligates. The text is regarded only as a means, and the content of the text is not sufficiently considered. It was ignored that it was addressed to a crowd in the game age who could only be happy with playing. In this way, the opportunity to directly reach the child's world has not been used well, and the text has come to ignore the cultural transfer function. After six years, it was examined to what extent traditional games were included in Turkish textbooks and what kind of change the process caused was evaluated.
Keywords: Turkish Education, Cultural Transfer, Children's Play.