TheTheoryofPlaybyNevaL.

Boyd
ForNevaBoyd,playisitsownend.Further,sheseesplay astranscendingculturalandhistoricallinesandbelieves thathumanplayhasthesamecharacteristicsin primitivemanandinmodernman. Beyondthis,shefindsplaytobenotonlyavoluntary activitybutalsoabiologicalnecessity.Ineffect,ahuman cannot"notplay."Yet,shedistinguishesbetweenplay thatisaimlessorrudimentaryandplaythatisdirected andproperlystructuredtomaximizeresults. Playtakesmanyformssongs,dances,games,drama, sports,andvariousarts.Chiefly,thisreferstoherviewof playasbehaviorthatdoeshaveanindirecteffecton routinelife.MissBoydexaminesthisconceptin connectionwithheruseoftheterm"playbehavior."Play isajoyfulexperience.Playtakesyouintoanotherworld ofitsowncreation,disregardingconventionalbehavior yetsubjecttoaspecialsetofsocialcontrols.Withal,play isnotmerelyamusementorescapefromreality,says MissBoydSocialvaluesarefoundandobservedinplay thatareunlikeanyinotherbehavior,forplayhasitsown rulesanditprovidesincentiveforone'sbestbehaviorand expressionofone'sultimatecapacity.Playrequires intelligence,imagination,aestheticfeeling,sensitivity, spontaneity,originality,andproductivity.Atsomelength, shedevelopsherthesisthatplayprovidesforethical educationthroughpleasurabledisciplinedbehaviorin moraleducation.Moreover,playcallbeapowerfultoolfor correctionofdeviantbehavior.MissBoyd'sviewhereis thatthedeviantbehaviorshouldnotbediscussedwith

thechild.Inparticularsheinsiststhatplayhasitsown rewardsandthatprizesorunduerecognitiontendtorob playofitstruevalue,whichsheholdsIobe selfrealization. InthefinalsectionofthispaperMissBoyddiscussesthe transfervalueofplay.Sheusestheterm"transformation" todescribetheprocessthroughwhichvaluesofplay becomeapartofwidersocialbehavior.Playhelpsthe childtranslateandexpresshisexperience. Activityinwhichreciprocalresponsivenessviaplayis dominantprovidesabasisofunconsciouslyacquired understandingofselfandothers.Therealpointisthe influenceofplayonhumanlearningandthedevelopment ofthehumanbeingsocially,mentallyandphysically.In theearlyperiodoftheirexistence,thesettlements providedsocialactivitiesinthenatureofplay,programs rangingfromnurseryschoolsforyoungchildrenand athleticgamesforyouthtosocialclubsforyouthand adults.Withinthisrangeofculturaleducationorganic normalityandsocialethicswerepromptedasbyproducts ofplayactivities. Theschoolsatthattimewerenotwhollyunmindfulofthe educationalvalueofplayandaplayprogramcomprised ofgameswasintroducedexperimentallyinapublic schoolsysteminMassachusetts.Theexperimentwasnot successful,probablybecauseoftherigidityoftheplay activitiesastaughtbyteachersofphysicaleducation, whichlargelypreventedtheemergenceofspontaneityin thegamesandplayandalsobecauseoftheprevalent

emphasisonphysicalactivitiesintheplaycurriculum. Formaleducationhasutilizedinsomesmalldegreethe formplayactivitiesbuthasinitsindividuatedand competitivesystemfailedtopreservethespontaneitythat givestheplayactivityvitalityandmakesitplayandart andthereforegivesitorganismaswholevalue. Thewriterhadobservedchildrenatplayintheearly socialsettlementsandhadnotedtheirfailuresintheir effortstocreatetheirownplayaswellastheiroccasional happyfiyingsuccesses. Playtakesinnumerableformsandvariedcontent.The playofahumanbeinghasitsbeginningsinhisdynamic impulsivebehavior,whichbecomesplaywhenheemploys itforhisownsatisfaction. Manyattemptshavebeenmadetodefineplaynoneof whicharewhollysatisfactoryandyetmostofthemstate factsaboutplay. Experiencerevealsthedifficultymanyadultsandeven childrenhavetogetintoplaypsychologicallyandyet thereisnogenuineplaywithoutit.Playisauniversal formofbehaviorcommontoman.Playisawayof behavingandthereforeplaybehaviorisacommonformof humanbehavior.Theplayimpulsefindsexpressionin manyformsofbehaviorandisindulgedinforthe satisfactionitaffordsinitself.Theessentialfactorinplay istheprocessesofplaying.Simpleplaybehaviorpatterns areeasilyunderstoodwhenonerealizesthathuman

bodiesaresimilarlyconstructedandthereforefunction similarlywhetherthatofprimitivemanorcivilized.Play islikelytoremainrudimentaryunlessittakesplacein groups. playforaestheticsatisfactiontheprocessofplaying affords: Playstemsfrommanandpressesforexpression.Perhaps nophaseofhumanbehaviorissospontaneousasplay. Pleasure,enjoyment,imagination,fun,andsoon,are sometimesofferedasthemarksthatdistinguishplay fromotherformsofbehavior.Throughmanygenerations manhascreated,throughouttheworld,patterns,which areexpressiveofhumanplaybehavior. Thestructuresanmaterialfunctionofthebodynotonly producearicharrayofplayactivitiesbutinclude aesthetics,socialbehaviorandsocialrelationships,etc. Throughouttheworldandthrougheonsoftime,play behaviorhasfoundexpressioninsimilarplaypatterns. Thishasresultedinarichproductionofplayactivities. Likemanyformsofprimitivehumanbehaviorthe outwardexpressionofplayhasbecomeconventionalized playandplaying,dramaticacting,drama,sports,andthe graphicandplasticarts.Playbehaviorcanfind expressioninbothcrudeandrefinedformsamongall peoples. Theplayofeachinvolvessimilarpatternsofplay behavior.

Itisquiteprobablethatalofusareabletodetermine whetherthebehaviorwhichweobserveisplayorwhether itisworkorbehaviorofsomeothersortthanplay. Becauseofthisevidentdifferencebetweenplayandother formsofbehavior,inthisdiscussion,thetermplay behaviorisusedtorefertoplay. PlayBehavior Thislastisplaybehavior.Playisaformofbehavior nativetoman. Playisadynamicirradiant,organismaswhole experienceandlikeallbehavioritcanbeevokedby stimuliofvarioussorts.Observationofplaybehaviorin manshowsittobedifferentfromallotherformsof behavior.Playbehavioremploysmanymediumsof expressionvaryingincharacteratvarioustimesoflife butitisdistinctbehaviordifferentfromotherforms.Play behaviorhasproducedsomeunitsofbehaviororpatterns thatarecalleddances,games,sports,drama,stories,etc. Theseplayactivateswereproducedintheplaylifeof commonpeople.Allformsofplayactivitiesarethe productsofSpontaneity.Playbehaviorisessentially spontaneous,psychophysicalandpsychosocial.Play behaviorrequiresstimuliandthiscomeslargelyinthe responsetotheplaybehaviorofothers,oratleasttotheir sympatheticattention. Theorganizationandstructureformsofplaybehavior

expression,suchasthedances,games,etc.,arcthe productoftheages.Folkplayactivitiessuchasfolk games;dances,etc.areproducedunderprimitivesocial conditionsandinthefunctioningoftheorganismasa wholeplaybehavior.Iftheseactivitiesaretoservetheir bestpurposeeducationally(andtherefore therapeutically)socialinformalityandspontaneousplay behaviormustbepreserved.Children,youth,andmany adultsrespondreadilytoplaytindersuchconditions. Failuretopreservethespiritofspontaneousplay behaviorinplayactivitiesinheresintheanachronismof thesophisticatedstyleofformalteaching. (a)Spontaneity Perhapsthemostdistinctivecharacterofplayisthe player'sfeelingsoforganismic,organismasawhole irradiance.Spontaneousirradianceoffeelingisthat essentialcharacteristicofalltrueplaywhateverformit maytake.Relativelyfewadultsactuallyplaybutasortof residueof,thejoyfulplayexperiencedinaperson's childhoodandyouthremainswiththemalwaysand flavorslifeasnothingelsedoes.Withoutchildhoodplay the"joyofliving"islikelytobelacking. Playmusthavesomedegreeofexhilaration.Why,itmay beasked,arespontaneityandexhilarationgreat essentialsofplay?Strivingforexcellenceinplayactivity preventsfreedomandspontaneity.Recordsofplayofboth primitiveandcivilizedpeoples,particularlychildren, indicatethatthesimpleformsofplay,orplaypatterns,

arisespontaneouslyamongallhumanbeings.Trueplay isalwayshappifying.Playmeanshappiness.Play,like manyotherthings,isbestappreciatedbyseeingchildren whowerewithoutit.Childrenwithoutplayarenot happy.Happinessinvolvesmanythingseventoachild.It isthisinnerfeelingofplaythechildmustlearn.Oncea childlearnsthespiritofplay,everynewsituationturns upnumberlessnewassociationsandabilities. Anotherdistinctivecharacterofplayisits extroversiveness,thatis,itfreestheplayerfromthe senseofselfandatthesametimeprojectshim psychologicallyintotheplayactivity.Playcenters interestoutsideofself.Thisabilitytocreateand simultaneouslyplayaroleinaplaysituationisa primitivewayofexperiencingthedelightfulfeelingof freedomfromself.Observersofchildrensplaydescribe theplayersasbeingcompletelyfreefromselfanditmight beaddedasbeingwhollyintheirplay. Playinallitsformsisacompletecontrasttoconventional behaviorandlegitimizesoriginality,givingitfullrelease, forplaycreatesitsownworld.Playisthatformofsocial organizationthroughwhichoriginalnatureischanneled mostunhampered,andyettheplaypatternsofa particularculturalgrouparenotaviolationofsocial customsbutratherapreserverofthem. ValuesinPlay Itiswelltorememberthatthegreatestvalueofplayis

enjoyment.Playdevelopsthecapacitytoenjoyaswellas theresourcesnecessarytoenjoyment.Playalso contributestosoundintellectualachievement. Playcreateshappyemotionalconditionoftheorganism asawhole.Playinvolvessocialvalues,asdoesnoother behavior.Thespiritofplaydevelopssocialadaptability, ethics,mentalandemotionalcontrol,andimagination. Thesearethemorecomplexandadjustmentsachild learnsthroughplay.Inplay,thereareadjustmentsto newsituationsconstantly.Playexperiencecanprepare thepersonforpurposefulnessinnonplayactivities,for trueplaycreatestheincentivetouseonesbestability. Throughplayapersoncandevelopapatternofself relianceandselfconfidence.Wellchosenplayactivities havepotentiallyuniquevalueseldomunderstoodor actualized.Intheprocessofplay,newpowersemerge, suchasbodilycoordination,andaestheticsensitivity. Newvaluesareexperiencedbytheplayer,suchasnew socialobligationtocontributetothemaintenanceofthe commonprojectundertakenbyplaygroup.Playactivities yieldimmediatesatisfactiontotheplayersandthe resultsoftheeffortarecertain. Playinthesenseoffunctionactivatesandheightens organismictonesandanimatestheplayerasheprojects himselfimaginativelyandbehaviorallyintotheactivity andhelpscreatetheplaysituation.Trueplayisitsown valueforthevalueofplayisinplayitself.Thevalueof anyplayactivityfortheindividualpersondependson manyfactors:

Chronologicalandmentalage,previousplayexperiences Theselectionofplayactivityinrelationtotheplayers andtheleadershipgivenintheplayingofit; Playandartusethegreatessentialsintelligence, imagination,aestheticfeeling,sensitivity,spontaneity, originality,andproductivity.Thebasicfactorintrueplay andtrueartisaestheticsensitivity.Whiletheraw materialofsensitivityisthesameforplayandart,the formofexpressionisdifferentanditwouldberegrettable wereexpressionlimitedtoplayandtheexpressionofthe artsneglectedinthedevelopmentofthechild. Itissafetoassumethatallchildrenneeddisciplinein thinking,insocialbehavior,inconformitytosocial custom.Theformalteachingofsocialbehaviorincluding moralandethicaleducationbyverbalmeansis inadequate.Educationthroughthemediumofactual socialactivitydevelopsandgivesexpressiontopersonal resourcesandmoralnormality. Thechildgraduallylearnsrightandwrong,goodand bad,intheplaysituation.Inplay,thereispleasurable disciplinedbehaviorinmoraleducation.Thereisethical educationinvolvedinplayactivitiesandplaysituations. Theplaypatternsofaparticularculturalgroupare preserversofsocialcustoms.Childrenplayfamilylife, shopkeeping,etc.,patternedafterthecultureofthe group,buttheyalsoexhibitcourage,endurepain

unflinchingly,respecttherightsofothersandwillingly abidebytheagreementsmadeinplay.Thespiritofplay developssocialadaptabilityandchildethics. Onlywhenethicalbehaviorandlawobservanceare voluntaryisethicaleducationcomplete.Outofthe experienceofplayinggamesevenyoungchildrenthento formulaterulesforbehavior.Theteacherorplayleader doesnotgrantthisdemandbutthechildwhohas prestigeamongthechildrenmaybechosenfordesirable rolesinexcessorexchangeofotherchildren.This behaviorisalongtermdemonstrationofsocialjustice andethicalmoralbehavior.Thechildbecomessocial unconsciously.Atbest,childrenarepunishedwiththe intentionofimprovingthemorcorrectingtheirbehavior. Correctionofundesirablebehaviorisbestcarriedonvia selfdeterminedactioninacoordinatedactivitybyaction, whichpermitsthechildtoformulatemoraljudgments andconclusions.Thechildcanbeheldresponsiblefor muchofhisbehavioranddeniedcommonprivilegeswhen heviolatestherighttothese,andtheyshouldbetaken awayorthechildshouldbehelpedtocorrecthisbehavior. Toexpectachildoradultwithapastofdeviantbehavior patternstotransformverballypresenteddictum[sic]of socialconformityisquestionablemethodologyineither educationorreeducation;bothmustbeachieved primarilybythechildsownsocialbehavior.Thatsocial behaviormusteventuallygivehimsufficientsatisfaction toorienthimtowardsociallyacceptablebehaviorand awayfromthespecificdeviantbehavior.Positive

Experience (b)NegativeExperience PlayandBehaviorChange Inthewholefieldofsocialworkandthatofeducationas well,thereisurgentneedoffactsregardingthefunction ofplayandrecreationintheeducationandreeducationof children,adolescentsandadults.Moreorlesspermanent changesareknowntohavebeenwroughtinpersons through[sic]playactivitiesinschoolchildren,normal andsubnormal,hospitalizedchildren,inyouth,mentally illyouthandadults.Whileplayisofgreatvaluein institutionsconcernedwiththetreatmentofproblemand antisocialbehavior,ordeviantbehavioritisalsoavalue inbringingaboutbehaviorchangeinallchildren,youth andadultsafflictedwithpersonalityproblems.Play, particularlytheplayingoforganizedgames,hasproven tobeadynamicprocessatoncecorrectional,disciplinary, anddevelopmental.Inorganizedplayorsocialgroups especiallythoseofchildrenandadolescentyouth,many individualpersonalityproblemsarerevealedand resolved.Manyindividualchildrenarehelpedoutofsome distressingconditionbyplay.Playmayresultinarelease oftheblockagesbyreplacingthem,thechilddeveloping outofthem,orbyoutgrowingthem. Froeexample,thereisWally,physicallyhandicapped, whochangedhisantisocialbehaviorafterhavingaplay experienceindramatics.Whileprovidingtheindividual

withthekindofplayexperiencethatwillcorrectfaultyor problembehaviorandcompensatefortheresultsof neglectormisadventure,guidingplayexperienceof childrenoryouthwithproblemsisnotpsychiatric treatment.Disciplinedbyplayactivity,perhapsagame, whichisfreeandunregimented,theunconsciousis releasedinplayanditsdeviantovertaspectsare subjectedtothesocialjudgmentoftheotherplayers whichmayormaynotbringittotheconsciousnessofthe childoryouthinquestion,oritmaybereleasedand dissolvedunconsciouslyinthehealthyimpersonal activity.Playtendstotakethemanifestandpotential personforwardnotmerelytocorrecthisdeviance. Bothworkandplaycanbeusedtherapeutically.Inboth workandplay,theemotionalsatisfactionandtheovert resultsachievedineachreinforceeachother.Inplay,the playerprovestohimselfandotherswhathecando.In mentalillnessasinnormalhealth,workandplay constitutetwosourcesofsatisfactionforbothemotional andovertresults. Problembehaviorfallsintotypesandisrelatedtoage categories.Youngchildrenfrequentlyrevealsymptomsof problembehavior,suchastoogreatdependencyon eating,thumbsucking,useofpacifiers,etc.Variousforms ofplayareconducivetolesseningthistypeofdependence. Playerswithnormaldevelopmentandsocialexperience progressindepthandexpansionthroughbothrepetition andvarietyofplayactivitieswithfreedomandorder.Also whatmaybecalledpersonalityorcharacterattributes

becomeincreasinglystabilizedinplay.Anegotisticperson findsdifficultyingettingintoplayactivities imaginatively.Childrencanbefreedfromselfreference byplayinggameswithotherchildren.Whileintrueplay childrenalmostinvariablyshareinthejoyofanotherwho hasmadeagoodplay,theyareunlikelytoaccordsimilar goodwilltoashowoff.Whilegamesarelikelytobea goodbeginninginthefreeingofchildrenfromself reference,dramatizationofstoriesandotherformsof dramaticplaywouldalsobedesirable,eventhoughthis moreadvancedplaymightrequirevariedexperienceover aperiodoftime.[GS1][GS1] ProblemBehavior Thetermbuildupbestexpressesthemosteffective treatmentofsomeformsofproblembehavior,infact treatmentofmanyforms.Itshouldberememberedthat problembehaviorofaseriousnatureinchildrenand ofteninadultsfrequentlyisoutgrown.Childrenand adultsfrequentlygrowoutofproblembehavior,justas thebodyrenewsitself.Whenplayactivitiesare coordinatedwiththereadinessofpotentialitiesin children,correctionandoutgrownisbroughtabout positivelybytheprocessoftheactualizationof potentialities. Ateachermaypersonallygetgoodresponsewithout changingachildscharacter.Shemaypersonally influenceachildandchangehisbehaviorovertlybutit maynothavereformedhim.Thesocialgroupcanbea

factorinbringingaboutchangetodesirablebehavior. Schools,childrenshospitalsandotheragencieshave proventhatorganizedprogramsandwellselectedplay activitieshavebeenbothpreventiveandcorrectiveof deviantbehaviorinchildren.Lawlessnessinchildrencan bestbecorrectedinsocialgroupactivities. NegativeInfluencesinPlay Whilethevaluesinplayaremanyandplayactivitiesand theexperiencesthereinareessentialinthegrowthand developmentofchildren,playdoesnotalwaysbringgood results.Thereisakindofplaythatseparates,setsusin conflictwitheachotherincontrasttoplaythatdrawsus together. Anoveremphasisonwinningdefeatsotherpossible valuesinplay.Stressputuponthestructureand techniqueofaplayactivitybytheplayleaderorteacher tendstopreventthereleaseoforganicelementsessential tocreativityandexpressionofanykind. Funistheessenceofthespiritofplaybutwhenthe pretenseoffunisplayedup,ittendstokillthenatural vitalityofplay.Pretenseoffunkillsrealplay.[GS2][GS2] Negativeattitudesbroughtintoplayactivitiesandplay projects,ifnotchecked,destroythevalueofplayforthe players.Inplay,apersonproveshisabilityandthereby convinceshimselfofit.Itmayresultinfarcinginplay.

Amongthefactorsofgreatinfluenceonthevalueofplay isthequalityofthecontentoftheactivities.Playutilizes thewholepersonandorganismasawholeactivatesthe whole.[GS3][GS3]Theessentialfactorinplayisthe process. Intrueplay,whatevertheparticularplayactivity,the playersspontaneouslyprojectthemselvesbehaviorally andpsychologicallyintotheactivityforthesatisfaction theprocessofplayingaffordsthem. Theplaybehaviorattitudeofplayisthisabilitytoproject oneselfintoaplayactivityandvoluntarilyact consistentlywiththerequirementsoftheplaysituation. Trueplayrequiresauniqueformofselfdetermined, spontaneousplaybehaviorwhichlastsonlyaslongasthe playerspsychologicalintegrityholdsout.Whenthe playerrepudiatesthechallengeoftheplaysituation imaginativelyandmentallywithdrawsfromthegameor playsituation,heceasestoplayandnolongermaintains thespontaneousimaginativephysiologicalparticipation whichistheuniqueessentialofthefunctionofthespirit ofplay,eventhoughhemaycontinuetoactovertlyin maintainingtheletterofthegameoractivity. Playcomprisesattitudesandsituations.Playisa continuouscirculatoryprocessorreaction.Inplay,thisis theindividualsselfselectedsituationstimulationand hisselfselectedaction.Playinginagroupisaprocessof individualbehaviortakingplaceinaproblemsolving

situation,whichtendstomakethesituationandhis actionintelligibletotheplayer. Inplay,allthatachildorpersonisbyinheritanceand learningmaycometoexpression.Whateveraplayer expressesinplay,heassimilatesjustasheassimilates themilkhedrinks.Playinitselfisaninnatetendency servingasanaturalimpetustoeverythinginachild.In thefunctionofplayingvariousaspectsofplaybehavior becomeorganizedintoproblems.Inplayactivitiesthe participantsplayroles.Ifisadramaheactsconsistently withintheframeoftheplay. TheTheoryofPlay ByNevaBoyd Editor'sCommentary(PaulSimon) AlthoughthispaperhasbeenpreparedbyMissBoyd,it hadnotbeenputinfinalformforpublication.Inthe interestsofclarity,theeditorhasrearrangedsomeofthe material. Inthispaper,writtenduringherpostretirementyears, MissBoydsoughttobringtogetherasummationofher theoryofplayasithadbeendevelopedacrossheryearsof practiceandeducation.Shediscussestheconceptofplay, values,behaviorchange,andotherprinciples. ForNevaBoyd,playisitsownend.Itsessenceis psychologicalinvolvementandspontaneousactivityforits ownmeaning.Sheseesplayasauniversalformof

behavior,notalonelimitedtoHomosapiensbutalsoto variousformsofanimallife.Further,sheseesplayas transcendingculturalandhistoricallinesandbelieves thathumanplayhasthesamecharacteristicsin primitivemanandinmodernman. Beyondthisshefindsplaytobenotonlyavoluntary activitybutabiologicalnecessity.Ineffect,ahuman cannot"notplay."Yetshedistinguishesbetweenplaythat isaimlessorrudimentaryandplaythatisdirectedand properlystructuredtomaximizeresults. Playtakesmanyformssongs,dances,games,drama, sports,andvariousarts.Theformstendtobethesocial productsofgivencultures,butthecharacteristicsare universal.Chiefly,thisreferstoherviewofplayas behaviorthatdoeshaveanindirecteffectonroutinelife. MissBoydexaminesthisconceptinconnectionwithher useoftheterm"playbehavior."Shesuggeststhatplay behaviorpatternsareCommonfromculturetoculture andincivilizationregardlessofchangesthatmayhave occurredinthe"work"requirementsofmankind. Variationsinethnicfolkwaysarenonethelessproductsof spontaneity,creativity,exhilaration,and organismasawholebehavior. Playisajoyfulexperience.Itfreestheplayerfrom;I senseofselfandprojectshimpsychologicallyintoa pleasurableactivity.Playtakeshimintoanotherworldof itsowncreation,disregardingconventionalbehavioryet subjecttoaspecialsetofsocialcontrols.Withal,playis notmerelyamusementorescapefromreality,saysMiss BoydSocialvaluesarefoundandobservedinplaythat areunlikeanyinotherbehavior,forplayhasitsown

rulesanditprovidesincentiveforone'sbestbehaviorand expressionofone'sultimatecapacity.Playrequires intelligence,imagination,aestheticfeeling,sensitivity, spontaneity,originality,andproductivity.Beyondthis, playenablesustoseetheincongruousasfunny,thereby developingit)"senseofhumor.Touchingthisaspectonly toobriefly,MissBoydnotesitisnotunusualforachildof threetoevinceasenseofhumor Atsomelengthshedevelopsherthesisthatplayprovides forethicaleducationthroughpleasurabledisciplined behaviorinmoraleducation.Particularlyinchildhood, whenplayprovidesacommunityonecanunderstandand influenceorandtherulesofwhichhecanaccept,are socialjusticeandconsciencedeveloped.Moreover,play callbeapowerfultootforcorrectionofdeviantbehavior. MissBoyd'sviewhereisthatthedeviantbehaviorshould notbediscussedwiththechild.Infactitshouldrioteven bebroughttohisattention.Shesuggeststhat''probing intothepersonallifeinsearchofproblembehavior" evokesguiltfeelingsandfearofreprisal.Shebelieves thatplayprovidesreleaseandreeducationandthus correction,addingthatitispreferableforachildtolook backonhisbadbehaviorandrejoiceinhavingovercome it.Shealsobelievesthatdeviancemaybeoutgrown,often withouttheindividual'sawarenessofitsexistence.She opposespunishmentonthegroundsthatitcenters attentiononoffenderandcontributesnothingtowardthe solutionoftheproblem.Instead.Sheproposesapositive buildupinapersonthroughprovisionofgameandplay activitiesdesignedtostrengthentheconceptofself.In thisrespectplayactivitiesmaybeseenasanalogousto

reinforcementtheoryorotheregobuildingprocedures consonantwithtoday'segopsychologyandbehavior modification. Althoughsheusessuchtermsasconditioningand behaviormodification,"MissBoyddoesnotsubscribeto eithertraditionalorneobehaviorism,assuchisreflected inthewritingsofWatson,Hull,orSkinner.Inparticular sheinsiststhatplayhasitsownrewardsandthatprizes orunduerecognitiontendtorobplayofitstruevalue, whichsheholdsIobeselfrealization.Whilesheagrees thatwinningisimportantincompetitivegames,shesees awardsasoveremphasizingcompetitionandcreatingan abyssbetweenwinnerandloser:tendingtomakemoreof aplaceforthosewhoexcelandlessofaplaceforthose wholose.Thisinevitablydiscouragestheminorityand decreasesthegoodwillthatshouldbepresentinall competition. InthefinalsectionofthispaperMissBoyddiscussesthe transfervalueofplay.Sheusestheterm"transformation" todescribetheprocessthroughwhichvaluesofplay becomeapartofwidersocialbehavior.Shebasesthis approachoilherconceptofthewholenessofthe organism,thecapacitytogeneralizeandtoabstract.She seesthisasItwowayprocessChildrentransformwhat theyseeinlifeintoplayandtransformwhatthey experienceinplayintolifesituations.Playhelpsthechild translateandexpresshisexperience.However,shedoes notmeanthatdirecttransferofspecificbehavioris necessarilycarriedoverbutratherthatimproved organismaswholefunctioningcontributestotheenergy andresourcesthatputintootheractivity.

Itshouldbenotedthatshefelt"thattherearepotentials ineverychild,youthevenadultswhichmaynotbe indicatedbythecurrentmanifestationorexpressionbut areundeveloped.Theworker(leader)needstofunction withfaithinthisundevelopedpotential." Thepurposeoftheauthoristosharewitheducatorsand leadersofchildren,youthandadultsthepotential resourcescommontomankind,whichcanbestberealized throughthemediumofplay. Activityinwhichreciprocalresponsivenessviaplayis dominantprovidesabasisofunconsciouslyacquired understandingofselfandothers.Suchplayactivities servenotonlyofameansofcreatinguniversalityand humanizingsensitivity,butalsoasameansofgiving organizedconstructiveexpression. Themediumofexpressionandthedegreeof unconsciousness,interpersonalreciprocityevokedamong theplayersinfluencesthedevelopmentofcharacter. Ourconcernatthemomentiswiththisdevelopmentand itsimplicationsfortheevolutionofhumancharacterand asocialbeing.Therealpointistheinfluenceofplayon humanlearningandthedevelopmentofthehumanbeing socially,mentallyandphysically.Playactivitiescarried oningroupsstimulateempathy,emulation,effort, competition,cooperation,purpose,etc.,andprovide visibleresultsofone'sowneffortsaswellaslearningby seeingone'sfailuresandsuccessesandthoseofothers.

Humanlivingisnotdepartmentalized,eachdepartment havingit'sownpeculiarbasis.Weshallfindsocialliving tobethefoundationofeveryaspectOfman'sbeing regardlessofhowmanyspecializationsaredeveloped, everyaspectifvalid,willbebasedontheunityofsocial living. Specialistswhoviewsociallivingfromvariousaspects maydealonlywithwhatkillswithinthatpointofview. Education,however,mustdealwiththewholepersonand witharangeofvariableswhichfilespecialistmayignore. Somehowthewaymustbefoundtomakewhole, theoretically,themanthespecialistshavetakenapartif theteacheristobegivenanoutlookthatitisthefactsof thefluidityofchildhood. Economics,politicalscience,sociology,medicinelawand socialsciencestemfromsociallivingandman'seffortsat problemsolving.Selfmaintenanceandprogressarethe resultsofthisproblemsolvingpropensityofman.Thisis acooperativeprocessofborrowingandincorporatinginto hisownlivingtheachievementsofhisforebearsand contemporaries. Itwasintheearlysettlements,notintheschools,that culturalactivitiessuchasthearts,drama,music,etc., wereexperimentallypromptedoftenbygifted professionalmenandwomenwhoingeneralserved withoutmonetarycompensation.

Theearlieroftheseneighborhoodsocialcenter,called socialsettlementswereestablishedfirstinEnglandand laterintheUnitedStates,andattractedpersonsof similarbackgroundandcharacterasvolunteerworkers. Undersuchleadershipitwasinevitablethatthe settlementhouseshouldbecomeaculturalcenterwith emphasisonplayactivitiesforchildrenanddiversional socialactivitiesforyouthandadults. Intheearlyperiodoftheirexistence,thesettlements providedsocialactivitiesinthenatureofplay,programs rangingfromnurseryschoolsforyoungchildrenand athleticgamesforyouthtosocialclubsforyouthand adults.Withinthisrangeofculturaleducationorganic normalityandsocialethicswerepromptedasbyproducts ofplayactivities. Theschoolsatthattimewerenotwhollyunmindfulofthe educationalvalueofplayandaplayprogramcomprised ofgameswasintroducedexperimentallyinapublic schoolsysteminMassachusetts.Theexperimentwasnot successful,probablybecauseoftherigidityoftheplay activitiesastaughtbyteachersofphysicaleducation, whichlargelypreventedtheemergenceofspontaneityin thegamesandplayandalsobecauseoftheprevalent emphasisonphysicalactivitiesintheplaycurriculum. Formaleducationhasutilizedinsomesmalldegreethe formplayactivitiesbuthasinitsindividuatedand competitivesystemfailedtopreservethespontaneitythat givestheplayactivityvitalityandmakesitplayandart andthereforegivesitorganismaswholevalue.

Itwasinthesettlementsthatthewriterdevelopeda lifetimeinterestintheeducationalvalueofplayaswell asinprovidingeducation,initiallyinaprivateschool,for promotionthoughtrainingofplayleadershipasa profession.Thewriterhadobservedchildrenatplayin theearlysocialsettlementsandhadnotedtheirfailures intheireffortstocreatetheirownplayaswellastheir occasionalhappyfiyingsuccesses. Tounderstandplay,itmustbeconsiderednotonlyas expressedbychildreningamesandyouthinsports,but asbasicallyhumanisticandculturalinthebroadest sense.Ifplayisthoughtofascomparabletothe irradianceofabrilliantjewelitwillbegivenatruer interpretationthatwereadefinitionattempted. Playtakesinnumerableformsandvariedcontent.It beginsinearlyinfancyandundergoeschanges progressivelyinformandcontent,asdootheraspectsof growthanddevelopment.Theplayofahumanbeinghas itsbeginningsinhisdynamicimpulsivebehavior,which becomesplaywhenheemploysitforhisownsatisfaction. Intheattempttodefineplayonerealizesthatitis difficulttodefinetheobvious.Totheobserverthereisno difficultyindetectingthedifferencebetweenplayand otherformsofbehavior,buttheverbalizationofthe pointsofdistinctionisdifficult.Manyattemptshavebeen madetodefineplaynoneofwhicharewhollysatisfactory andyetmostofthemstatefactsaboutplay.

Myowndefinitionisthattoplayistotransportoneself psychologicallyintoanimaginativelysetupsituationand toactconsistentlywithinit,simplyfortheintrinsic satisfactiononehasinplaying.Experiencerevealsthe difficultymanyadultsandevenchildrenhavetogetinto playpsychologicallyandyetthereisnogenuineplay withoutit.Theessenceofallplayliesinitsspontaneous creationforthepleasureoftheprocessaffordstheplayers inthefunofplaying.Whenthisessenceislacking,only thesemblanceoftheplayactivitymayexistandthisis notplay. Playisauniversalformofbehaviorcommontoman.Play isawayofbehavingandthereforeplaybehaviorisa commonformofhumanbehavior.Theplayimpulsefinds expressioninmanyformsofbehaviorandisindulgedin forthesatisfactionitaffordsinitself.Theessentialfactor inplayistheprocessesofplaying.Thevalueofplayisin itself,notinacclaimorevaluation,monetaryor otherwise,ofitsoutwardform. Simpleplaybehaviorpatternsareeasilyunderstood whenonerealizesthathumanbodiesaresimilarly constructedandthereforefunctionsimilarlywhetherthat ofprimitivemanorcivilized.Whatwecanobservebut cannotexplainisthepropensitytoplayanymorethatthe impulsetowalkcanbeexplained. Theretheevidencethatchildrencutofffromhuman societyplay,buttheirplayremainscrudeorrudimentary

andtakestheformofanimalsamongwhichtheyliveand thebodilyfunctioningmaybecontrarytoitsstructureas itiswhensuchchildrenrunonallfoursinsteadofinan uprightposition. Thesefactssuggestthatplayifitdevelopsatallin completesocialisolationremainsasrudimentaryasthe patternsetbytheanimalenvironment.Notonlyisthat evidentasjudgedbytherecordsofferalchildrenbutit impliesthatplayisaproductofassociationingroups. Playislikelytoremainrudimentaryunlessittakesplace ingroups. Humanintelligencefindsexpressionintwodistinct forms: 1.playforaestheticsatisfactiontheprocessofplaying affords: 2.themorematteroffactexpressionsinpurposeto achievedesiredends. Playstemsfrommanandpressesforexpression.Itis extroversiveorexpressive.Perhapsnophaseofhuman behaviorissospontaneousasplay.Pleasure,enjoyment, imagination,fun,andsoon,aresometimesofferedasthe marksthatdistinguishplayfromotherformsofbehavior. Throughmanygenerationsmanhascreated,throughout theworld,patterns,whichareexpressiveofhumanplay behavior.

Thestructuresanmaterialfunctionofthebodynotonly producearicharrayofplayactivitiesbutinclude aesthetics,socialbehaviorandsocialrelationships,etc. Throughouttheworldandthrougheonsoftime,play behaviorhasfoundexpressioninsimilarplaypatterns. Thishasresultedinarichproductionofplayactivities. Likemanyformsofprimitivehumanbehaviorthe outwardexpressionofplayhasbecomeconventionalized playandplaying,dramaticacting,drama,sports,andthe graphicandplasticarts.Alltheseactivitiescanbe performedinawiderangeextendingfromsimpleforms tothehigherartsbefittingtheabilitiesofpeoplesand individualsofalldegreesofintelligenceandproficiency. Playbehaviorcanfindexpressioninbothcrudeand refinedformsamongallpeoples. Playactivitiessuchassong,dance,drama,gamesand sportsarelargelythesocialproductsofmanycultures, andintheirunstudiedformhavecometobeclassifiedas folkwaysandjudgedtobeofpurerqualitythanarethe morecalculatedlyandintellectuallyproducedforms.All thecommonhumanisticbehaviorthatcreatedthese formsofplayispotentiallypresentthoughtheformsare changedandpossiblyelaboratedandrefinedasthedance orgamepassesfromoneethnicgrouptoanother. Thesimplerformsofplaybasedontheplayfuluseofthe physicalbody,suchasrunning,jumping,climbing, throwing,swimming,andtheplayfuluseofthesenses suchasidentificationofsounds,color,sensation,are

indigenoustoallprimitiveandcivilizedpeoples. Althoughsusceptibletochangeinelaborationand refinementofhumanisticcharacteristicsaspeoples advanceculturally,thestructuralcharacteristicsofthe playpersist,eventhoughtheplayersofoneethnicgroup mayplayafarmorecomplexformstemmingfromsimilar rootsthandoesanothergroup.Theplayofeachinvolves similarpatternsofplaybehavior. Itisquiteprobablethatalofusareabletodetermine whetherthebehaviorwhichweobserveisplayorwhether itisworkorbehaviorofsomeothersortthanplay. Becauseofthisevidentdifferencebetweenplayandother formsofbehavior,inthisdiscussion,thetermplay behaviorisusedtorefertoplay. PlayBehavior Humanbeingseverywherebehaveintwodistinctly differentways.Theyfunctioninwaysthathavetodowith routinelivingandtheybehaveinwaysthathavenothing todowithroutinelife.Thislastisplaybehavior.Playisa formofbehaviornativetoman. Playisadynamicirradiant,organismaswhole experienceandlikeallbehavioritcanbeevokedby stimuliofvarioussorts.Observationofplaybehaviorin manshowsittobedifferentfromallotherformsof behavior.Thebasicdistinctionisthatitisspontaneous andisindulgedinbytheplayerssolelyforimmediate intrinsicsatisfaction.

Playbehavioremploysmanymediumsofexpression varyingincharacteratvarioustimesoflifebutitis distinctbehaviordifferentfromotherforms.Play behaviorhasproducedsomeunitsofbehaviororpatterns thatarecalleddances,games,sports,drama,stories,etc. Theseplayactivateswereproducedintheplaylifeof commonpeople.Becausehumanbeingsaresosimilarin spiteoftheirdifferences,thesePlaybehavioraresimilar enoughsothattheyhavebeendiffused,takenoverfrom oncecountrytoanother,orfromtheprimitivetothe civilizedandviceversa.Forwhileeveryethnicgroup producesitsowndistinctivefolkwaysandeachhas distinctivecharacteristicstheyareallproductsof commonfactorsinhumanlifeandservetogive expressiontosuch. Allformsofplayactivitiesaretheproductsof Spontaneity.Playbehaviorisessentiallyspontaneous, psychophysicalandpsychosocial.Itencompassesgestural reciprocationandrepartee. Humanplaybehaviorrangesfrommerebodily movement,suchasgambolingaboutsimilartothatofa younganimal,tothehighlyintellectualfunction characteristicofagameofchessorbridge. Theearliestevidenceofplayfulnessistheinfant's responsetotheparents'playfullovingstimulus.Play behaviorrequiresstimuliandthiscomeslargelyinthe responsetotheplaybehaviorofothers,oratleasttotheir

sympatheticattention. Theorganizationandstructureformsofplaybehavior expression,suchasthedances,games,etc.,arcthe productoftheages.Folkplayactivitiessuchasfolk games;dances,etc.areproducedunderprimitivesocial conditionsandinthefunctioningoftheorganismasa wholeplaybehavior.Iftheseactivitiesaretoservetheir bestpurposeeducationally(andtherefore therapeutically)socialinformalityandspontaneousplay behaviormustbepreserved.Children,youth,andmany adultsrespondreadilytoplaytindersuchconditions. Failuretopreservethespiritofspontaneousplay behaviorinplayactivitiesinheresintheanachronismof thesophisticatedstyleofformalteaching. (a)Spontaneity Perhapsthemostdistinctivecharacterofplayisthe player'sfeelingsoforganismic,organismasawhole irradiance.Spontaneousirradianceoffeelingisthat essentialcharacteristicofalltrueplaywhateverformit maytake.Itwouldalsoseemtobeanessentialofalltrue artincludingtheartofliving.Itissometimessaidthat personslackingthe"joyofliving"wereneveryoung. Relativelyfewadultsactuallyplaybutasortofresidue of,thejoyfulplayexperiencedinaperson'schildhoodand youthremainswiththemalwaysandflavorslifeas nothingelsedoes.Withoutchildhoodplaythe"joyof living"islikelytobelacking.

ThetermSpontaneity"vaguelyconceivedseemstobe commonlyusedasfree,unstudied,extroversivebehavior, orasapersonalityattributewithoutrelationto environment,situationorculture. Werethetermscientific,itwouldrefertodynamic organismasawholeenvironmentbehavior.Itisinthis sensethatthetermisusedinthistext.Spontaneitymay ariseinthethoughtprocessesandfromindividual initiative,orinSocialprocesses,orintheIntegrationof both.Inanycasespontaneitygivestheimpulsetoaction orachievement. Thereisapeculiarwholenessinspontaneousactionand atendencytoactwithsignificantpertinencetothe dominantaspectofthesituation.Itispossibleforitto diealmostatbirthbutthisisnotthenaturalcoursefor thenervoussystemincompletestheimpulse. Moreover,whenspontaneityisborninsocialgroup interaction,andthiswouldseemtobecooperative interaction,andasmutualityprevailstheimpulseto actioniscoordinatedintounifiedorintegratedpower. Undersuchconditionsalltheparticipantsaremovedto action,notalonebytheirindividualimpulsebutbythe coordinatedpowerofalltheparticipants.Thisistrue whetheraninfantrespondstoabrightorangeora Socratesisimpelledbyanidea. Excitement(mobbehavior)maybespontaneousbutit offersnoopportunityfordeliberationanddisciplined

procedure.Actionisimpulsiveandpurposeand consequencesunconsidered.Itisonlyatthepointat whichmeaningandtheimpulsetoactintegratethat spontaneityarises. Infactitwouldseemthatspontaneous,onthespotaction ofteninvolvesaninstantaneousfocusingofa configurationofpertinentintelligencebornof deliberativethinkingandaccumulatedexperience togetherwiththeintuitionandjudgmentissuinginthe immediatesituation. Spontaneityistheconditionessentialfortheactivationof primaryformsofbehaviorsuchasimagination,empathy, emulation,imitation,vocalization,bodilyrhythm,andthe understandingofselfandothers. Playmusthavesomedegreeofexhilaration.Excitement isnottheequivalentofexhilaration,norisactivitythe equivalentofspontaneity.Bothexhilarationand spontaneitymaybepresentinrelativelypassiveplayand asitmaybeinwork.Thepointofemphasisisthat regardlessofthefactthatgamesofgoodformmayoccupy childrentheyarenotplayingunlesstheyareexpressing spontaneityandexhilarationwithintherulesandinthe processofsolvingtheproblemconstitutingtheplayingof agame. Why,itmaybeasked,arespontaneityandexhilaration greatessentialsofplay?Spontaneityisinthebestsense, inthebeliefofthewriter,freedomoffunctioningonthe

basisoftheorganismasawhole. Althoughconsciouseffortrequiredinacquiring techniquesforthefurtheranceofaplayactivityoranart isessential,itisquitedifferentineffectfrombeginning withtheemphasisonthetechniquebeforetheactivityis developed.Learningistoooftentryingtodowhatone cannotdoratherthandoingwhatoncecandoand progressingwithoutsacrificingthespontaneityessential totheactivityinprogress.Strivingforexcellenceinplay activitypreventsfreedomandspontaneity.Instrivingfor excellence,freedomandspontaneityarealmostinevitably sacrificed.Interesttendstobecenteredinselfand competitionisoveremphasized. Recordsofplayofbothprimitiveandcivilizedpeoples, particularlychildren,indicatethatthesimpleformsof play,orplaypatterns,arisespontaneouslyamongall humanbeings.Thisiswhatmightbeexpectedsinceitis aplayfuluseofthenaturalfunctioningofthehuman bodyinsomeofitsovertaspects.Forinstance,games confinedtosuchtypesasthrowing,catching,kicking, striking,andthelikeareovertactionpatternsthatare largelydeterminedbybodilystructure.Butothertypesof heavierwithmoremental,intellectualandemotional contentsimilarlycreateplaypatterns.Muchoftheritual ofprimitivepeopleisingeneralbelievedtostemfromthe playimpulse. (b)Happiness

Trueplayisalwayshappifying.Playmeanshappiness. Itischaracterizedbyfeelingsofpleasurewhichtendto breakoutinlaughter.Play,likemanyotherthings,is bestappreciatedbyseeingchildrenwhowerewithoutit. Childrenwithoutplayarenothappy.Happinessinvolves manythingseventoachild.Itmeansnotbeingafraid,it meansnotdoingthingsthatotherpeopleunderstandand like,anditmeansknowingonecandothings.Itshould benotedhowever,thatplayersmaynotbespontaneousor joyousintheprocessoflearningacomplexgameorsome involvedactivity. Happinessmeansgoodemotionaltone,assurelyasgood posturemeansgoodmuscletone.Thereisasenseof correctbalanceandease,aconsciousknowledgethatone canadjusttocircumstances.Thatiswhyachildmust playtobenormal. Apersoncanhelpachildtolearntoplaysomefewthings tillhehaslearnedawayoffeeling,anattitudetowards doing.Itisthisinnerfeelingofplaythechildmustlearn. Onceachildlearnsthespiritofplay,everynew situationturnsupnumberlessnewassociationsand abilities. Anotherdistinctivecharacterofplayisits extroversiveness,thatis,itfreestheplayerfromthe senseofselfandatthesametimeprojectshim psychologicallyintotheplayactivity.Playfulfeelingsare oftensaidtotakeoneoutofhimselfandthatplaytakes theplayerintoanotherworld.

Playcentersinterestoutsideofself.Thisabilitytocreate andsimultaneouslyplayaroleinaplaysituationisa primitivewayofexperiencingthedelightfulfeelingof freedomfromself.AlbertEinsteinisquotedassaying; Thetruevalueofahumanbeingisdeterminedbythe measureandsenseinwhichhehasattainedliberation fromself.Observersofchildrensplaydescribethe playersasbeingcompletelyfreefromselfanditmightbe addedasbeingwhollyintheirplay. Playinallitsformsisacompletecontrasttoconventional behaviorandlegitimizesoriginality,givingitfullrelease, forplaycreatesitsownworld.Innootherformofactivity istheindividualsofreetoindulgeinwhatmaybecalled roughbehavior,noise,physicalactivity,andanticsandto largelydisregardconventionalbehavior,allofwhichfall withintheculturalframeofreference.Andyetplayisnot anexperienceinlawlessnessforithasitsownsocial controls,itsowncodeofmorals,anditsownrules,allof whichisvoluntarilyadheredtoforthemostpartandcan beenforced,thuskeepingthebalancebetweenpersonal freedomandsocialculturaldemands. Playisthatformofsocialorganizationthroughwhich originalnatureischanneledmostunhampered,andyet theplaypatternsofaparticularculturalgrouparenota violationofsocialcustomsbutratherapreserverofthem. Notonlyisthecontenttotheplayinconformitywiththe fundamentalinstitutionsandtheethicalmoralsofthe culturebutalsoplayrequirementsareinharmonywith

theethicsofthegroup.Forinstance,childrenmayplay familylife,shopkeeping,funeral,school,etc.,patterned ingeneralinlinewiththeinstitutionalcustomsofthe group,butintheirplaytheyalsodisplaycourage,endure painunflinchingly,respecttherightsofothers,abideby therules,allinlinewiththeethicsoftheircultural group. ValuesinPlay (a)General Itiswelltorememberthatthegreatestvalueofplayis enjoyment.Inplaying,playersaremerelyhavingfunand shouldneverbemadeconsciousofwhatitisdoingform them.Playdevelopsthecapacitytoenjoyaswellasthe resourcesnecessarytoenjoyment.Whenthesub intellectualportionofmanisunderdeveloped,wehavea kindofsocialundernourishment.Undernourished childrenhaveappetitebutwhenundernourishmentis extremewewillcallitmalnutritionandachildsuffering formthathasnoappetite.Achildorpersonwhosuffersa socialundernourishmentlacksresourcefulnessandhas littlemeansofhealthyliving. Playisnotonlyareleaseofsurplusenergyasispopularly believed,normerelyameansofamusement,noran escapefromreality.Itisthemeansoforganizationand developmentofthephysical,emotional,sociallife,and expressionofthesocialandemotionalelementswhich constitutethebasisuponwhichahealthy,morally

stabilizedliferests.Playalsocontributestosound intellectualachievement. Playcreateshappyemotionalconditionoftheorganism asawhole.Itbringsaboutdisciplinedemotional developmentandhealthyemotions.Playingchildrenare emotionallyreleased;theyrun,laugh,andshoutwithout restraint.Theyexpresstheirfeelings.Whenwefind ourselvesinsituationsinwhichwearefreetoactasour feelingsprompt,thereisnoemotionalconflictinthe functioningoftheorganism.Thisiswhathappensin spontaneousplay. Playinvolvessocialvalues,asdoesnootherbehavior.The spiritofplaydevelopssocialadaptability,ethics,mental andemotionalcontrol,andimagination.Thesearethe morecomplexandadjustmentsachildlearnsthrough play.Helearnsthemnotasendsinthemselves,notas externalgoalsofconducttowardwhichhemuststrive, buthefallsintothemunconsciouslyaswaysofacting successfullyundervariousplayconditions.Theybecome habitsofmeetingsituationshappily.Changingahabit doesnotmeanchangingaruleorevenconsciously learningaseriesofacts.Itmeansonlycontinued adjustmentstonewsituations.Inplay,thereare adjustmentstonewsituationsconstantly.Asthechild growsolderitwillbeanadjustmenttonewmental situationsaswellasphysicalandsocialones. Playexperiencecanpreparethepersonfor purposefulnessinnonplayactivities,fortrueplay

createstheincentivetouseonesbestability.Through playapersoncandevelopapatternofselfrelianceand selfconfidence.Thishasmeaningintheintellectual developmentoftheperson.Apersonabletounderstand situationsislikelytoretainthisattitudeinallsituations andtotrytounderstandwhateverheundertakes. Wellchosenplayactivitieshavepotentiallyuniquevalue seldomunderstoodoractualized.Intheprocessofplay, newpowersemerge,suchasbodilycoordination,and aestheticsensitivity.Newvaluesareexperiencedbythe player,suchasnewsocialobligationtocontributetothe maintenanceofthecommonprojectundertakenbyplay group.Playactivitiesyieldimmediatesatisfactiontothe playersandtheresultsoftheeffortarecertain. Playinthesenseoffunctionactivatesandheightens organismictonesandanimatestheplayerasheprojects himselfimaginativelyandbehaviorallyintotheactivity andhelpscreatetheplaysituation.Thisisadual (multiple)process.Theexperienceofcreatinghisrole himselfasaplayerwhilehehelpstocreatetheactivity givesthepersoncontroloverhimselfasaplayerthus whathe,asaplayer,doesorfailstodoishis responsibility. Creatingandcontrollingoneselfasaplayerasonehelps tocreatetheactivityisinfunctionalpatterns,thoughnot inexperientialcontent,identicalwithactinginthe drama,paintingapicture,writingapoem,orcomposing asymphony.Obviouslyanyoftheseformsofactivitymay

becreatedwithgreatskillandfinishbutwithoutthe essentialfunctionofplay. Trueplayisitsownvalueforthevalueofplayisinplay itself.Tomanypersonsthevariousformsofplay activitiesareofequalvaluewhetherengagedinbythe individualpersonapartfromothers,orincooperative actionwithothers. Thevalueofanyplayactivityfortheindividualperson dependsonmanyfactors: 1.Chronologicalandmentalage,previousplay experiences 2.Theselectionofplayactivityinrelationtothe playersandtheleadershipgivenintheplayingofit; 3.Theteacherspersonalityandrelationshiptothe players; 4.Thesincerity,spontaneity,facilityanddegreeof participationoftheteacherintheactivity. Whattheactivitydoesfortheparticularparticipatoris subordinateinimportancetothatoftheactivityitself. (b)Aesthetics Playandartusethegreatessentialsintelligence, imagination,aestheticfeeling,sensitivity,spontaneity,

originality,andproductivity.Theplayerandtheartist createatangiblethingregardlessofthefactthatitmay becomposedentirelyofintangiblesthesong,orgamefor instance. Thebasicfactorintrueplayandtrueartisaesthetic sensitivity.Whiletherawmaterialofsensitivityisthe sameforplayandart,theformofexpressionisdifferent anditwouldberegrettablewereexpressionlimitedto playandtheexpressionoftheartsneglectedinthe developmentofthechild. Forthebestresultsinsensitivityinayoungchildenables himtoseetheincongruousasfunny.Longbeforehecan drawafunnypicture,heseesasfunnytheworkofothers whenherecognizesthatthepictureisincongruous.He mayseeasfunnyhisownproduct,adrawingwhichbegan asanaestheticimpulseandfailedtocorrespondwithit. Humormayremaincovertorfindexpressioninsubtle formsoffacialexpressionandotherformsofgesture. Itisnotunusualforachildofthreetoevinceasenseof humor.Wit,however,ifitdevelops,comeswithsome facilitywithlanguage.Humor,whenexpressedby children,maybefrowneduponbyadultsandmaybe whollyneglectedintheeducationofchildren. (c)Ethics Thevariouselements,whichmakeupthewholeperson andhisintelligence,aremutuallyinfluential.Oneaspect

ofeducationmayaffectanotherorthewhole.Onlyasthe wholechildandyouthdevelopsprogressivelyallaspects ofpersonalityastheyemergeandchangeistheperson educated. Inprovidingforthegrowthanddevelopmentofchildren andyouthinallaspects,physical,mental,socialand cultural,thereisneedtoconsiderthemoraleducationof theindividual.Dr.Mather,aHarvardgeologist,pointed outtheneedforethicalconsciousness.Hesaid: Ifcivilizationistobesavedfromcatastrophe,theethical consciousnessofeachpersonmustbegreatly strengthened,renewedandimproved.Naturalscience disclosestheimperativeneed.Somethingthattranscends naturalsciencemustassistmentorespondtothis challenge. Hewentontosay: Thewellspringsofgoodliedeepwithinthespiritofman. Thesourcesofdiscerningloveareintheinner,private lifeofindividuals.[1][1] Culturegrowsoutofpeoplelivingandactingtogether, makingrulesregardingsocialrelationsanddefining waysofactinginimportantmatterscommonamong them.Butmoralityrequiresteachingasasafeguard. Moralityisamatterofconsciousness,andconscienceis toknow.Conscienceistheconsciousnessofrightand

wrongandthisconsciousnessisthecenterofmorality;to judgemoralityotherwisethanasconsciousnessis defeating.Itisonlyinrecentyearsthatthepowerof consciousnesshasbecomecommonlyacceptedand somewhatunderstood. Moralvaluesarenotspecificformsofbehaviorbut emergeinavarietyofsituationsandbeginfortheinfant byhisbeingallowedtoactfreelyandhavinghisaction appraisedbytheparents.Parentswhotrytodevelopin theirchildrenspecificmoralvalueswhichcivilizationhas wroughtoutbymeticulousguidanceandsafeguards frustratethechildsintelligenceandhissenseofvalues. Itissafetoassumethatallchildrenneeddisciplinein thinking,insocialbehavior,inconformitytosocial custom.Theformalteachingofsocialbehaviorincluding moralandethicaleducationbyverbalmeansis inadequate.Culturaleducationconveyedinverbalformis largelycomprisedofabstractedelements,whichhave beenmadeintomoralpreceptslargelypriortoexperience thatmightmakethemmeaningful. Educationthroughthemediumofactualsocialactivity developsandgivesexpressiontopersonalresourcesand moralnormality. Childrenmaybetrainedoreducatedtobehavewell,even todosovoluntarily.Themotivemaybetowinthe approvalofothersorselfapproval.Goodbehavior, however,toooftenisgivenprecedenceoverexperiences

thatdevelopconscience. Theexperiencethatcontributestoconscienceisusing onessenseofrightinsolvingeverydayproblemsasthey ariseandprofitingbytheresults.Asconsciencedevelops itmustbecoordinatedwithmaturationandexperiencein makingjudgments. Problemsolvinginvolvingethicaljudgmentsisahighly productiveexperience. Itisessentialthatbothparentalguidanceandcorrection ofthechildbeconducivetohisgeneralposition orientationsothatheshallgraduallydesiretodowhat heunderstandsisrightandtoabstainfromwrong. Possiblythisorientationcanbestbeaccomplishedwhen thepointatissuearisesintheprocessofthechilds happyparticipationinconstructiveactivity,partly becausethesituationisconducivetohisunderstanding. Theteachingofsocialandmoraleducationisdueneither toindividualizedinterpersonalinfluencenorthe acquisitionofformalbehavior,butbyeverydaysocial livinginvariouscommunitiesmoreorlesssuccessively andconcurrently.Ablueprintofsuchcommunitiesmight beasuccessionofconcentricareasandthisbringsustoa considerationofthescopeofplayandsomethingofits valueineverydayhumanlifeofadultsaswellasof childrenandyouth. Oneshouldnotbeconfinedorhamstrungby

superimposedmoralprinciples,butmoralprinciplesare essentialandaredemonstratedinsocialassociationand play.Thechildgraduallylearnsrightandwrong,good andbad,intheplaysituation.Inplay,thereis pleasurabledisciplinedbehaviorinmoraleducation. Playersgetdisciplineinrightandwrong.Intheplaying ofgamesthereisopportunityinthesituationthatisripe forcorrecting. Thereisethicaleducationinvolvedinplayactivitiesand playsituations.Theplaypatternsofaparticularcultural grouparepreserversofsocialcustoms.Notonlyisthe contentinconformitywiththefundamentalinstitutions oftheculture,buttheethicalrequirementsarealsoin harmonywiththeethicsofthegroup.Childrenplay familylife,shopkeeping,etc.,patternedaftertheculture ofthegroup,buttheyalsoexhibitcourage,endurepain unflinchingly,respecttherightsofothersandwillingly abidebytheagreementsmadeinplay.Thespiritofplay developssocialadaptabilityandchildethics. Onlywhenethicalbehaviorandlawobservanceare voluntaryisethicaleducationcomplete.Notonlymust thechildlearnhisownprimitiveethicsbutalsohemust arriveathigherethics.Thecurativetreatmentofa specificaspectofproblembehaviorcarriedoninreference toitspositiveeffectonthewholenessofthepersoncanbe aformofmoraleducation. Forexample,anumberoflittlegirlsworkedoutquitea groupfeelinginhideandseek.Cheatingfortunatelydid

notbeginuntiltheyhadtastedthepleasureinplayingin keepingwithintherulesofthegame.Whencheating startedthegamewassospoiledsuddenlyandobviously astobringtorrentsofindignation,notatthecheating butatthespoilingofthegame.Thegirlssoonlearnedthe funofgoodethicalsportsmanship,whichishigherthan themereobediencetorules.Theyclimbedhighenoughin socialorganizationtodemandperfectimpartialjustice. Theyalladministeredjustice,notanabstractjustice,but justicewithmercyaddedinasternandimpartialway.It wasjustice,notasidingwithoneortwo. Outoftheexperienceofplayinggamesevenyoung childrenthentoformulaterulesforbehavior.Thereisthe exampleofthechildwhowantsalltheturns.Theteacher orplayleaderdoesnotgrantthisdemandbutthechild whohasprestigeamongthechildrenmaybechosenfor desirablerolesinexcessorexchangeofotherchildren. Freetochoosetheirsuccessorforaleadingrole,theytend tochoosethechildofprestige.Whentheleaderpermits freedomofexpression,thechildrenwhoarenot participatingmembersofthemonopolyarelikelyto protestandcallout:Itisntfairtoalwayschooseonly yourfriends. Thisbehaviorisalongtermdemonstrationofsocial justiceandethicalmoralbehavior.Socialjusticecanbe imposediftheexperiencefollowingprovesitsworthand merit.Evenwhenthisproofisnotimmediately forthcomingandisfarremovedintimeanddifferent circumstancesastobeunrecognizedbythechildrenas

causeandeffect,thejusticeofitmaybeacceptedasfair andreasonable. Thusthroughplay,thechildlivesinacommunityhe understands,whichhecaninfluenceandwhoseruleshe canaccept.Helearnstoadapthimselftoasocialpattern, sometimesbyimitation,buteventuallyonlyasheevolves. Heexperienceshappinessandunhappinessthevery reactionsthatyearafteryearhavegoneintothemaking oftheethicalsocialpatternoftheworld.Thechild becomessocialunconsciously.Itcomesasrealchangeas thereactionsbecomehabitualandnotasNewYears Resolutions.Hefallsintoethicalwaysunconsciouslyas waysofactingsuccessfullyandasbeingsociallyapproved undervariousconditionsandsituations. Becausetruechildeducation,notmerelearning,must permitexperimentationonthepartofbothadultandthe child,itfollowsthatbothwillmakemistakes,takethe consequences,beheld[responsible]forchangesandfor thecorrectionorsuchamendsasarepossible.Thiscanbe ahappyexperienceoranunhappyonedependingonhow itiscarriedout. Onecanhardlyimagineeitheranadultorchildforwhom muchofeducationisnotnecessarilyexperimentalandif so,itmustalsoallowformistakesandcorrection.Ifthis istrue,educationalmethodologymustaccept experimentationandmistakesastherightofthe experimenter.Toteachchildrentorefrainfromacting untiltheyknowthecorrectwaytoactistodenythemthe

right.Actionmusttakeplaceexperimentallyandthe mindkeptopenfornewexperimentation. Ifschoolsandotherorganizationswhichareincontinued associationwithchildrencreaterulestopreventerrors, thesepreventfreedomtoexperimentandhencetolearn preciselywhatnottodoaswellaswhattodo.Werethis done,itwouldtakeawaythechildsresponsibilityof actinguponhisownjudgmentandtakingconsequence. Onlythroughthepolicyofleavingthechildfreeto experimentdochildrenincreasetheirabilitytomake soundjudgment.Achildcannotdevelopselfjudgment andconscienceunlesshehasfreedomtoact experimentallyandjudgeandbejudgedonthebasisof results.Properlyeducated,theyoungchildwillhavebeen heldresponsiblefortheconsequencesofhismistakesin suchawaythatthewillbehappyinmakingreparations whenpossible. Tocondemn,punishachildofanyageforhismistakes tendstopreventhissatisfactioninselfcorrection. Punishingachildforwrongdoingisatbestanegative fromoftreatmentmorelikelytoinvokefearofwrong actionthantohelpthechildtodesireandcarryoutright action.Punishmentmightserveasapenanceand therebyweakenmoralcourage.Combinedwithother punitiveformsoftreatmentitmayproducefear,hatred, andrevenge.Atbest,childrenarepunishedwiththe intentionofimprovingthemorcorrectingtheirbehavior. Yetthepunishmentofchildrenalmostinvariablycreates aconflictbetweenpunisherandthepunishedandright

doingunderauthoritativecompulsioninmaking correctionsmilitatesagainstthechildsdesiretodoright. Correctionofundesirablebehaviorisbestcarriedonvia selfdeterminedactioninacoordinatedactivitybyaction, whichpermitsthechildtoformulatemoraljudgments andconclusions.Oneisperfectlysafeinsayingthat childrenliketodorightandevenbemadetodoright whentheyareunabletomakethemselvesdosobutthey mustknowthatitisright.Iftheadulthasinmind buildingupthechildsconscienceandintegritytofollow hisownjudgmentshewill,withloveinhisheart,help thechildmakehisownjudgments,workoutreparations andcorrecthismisconceptionsormistakes.Thechildcan beheldresponsibleformuchofhisbehavioranddenied commonprivilegeswhenheviolatestherighttothese, andtheyshouldbetakenawayorthechildshouldbe helpedtocorrecthisbehavior. Uncoveringachildsshortcomingsandmistakesopenlyor covertlyislikelytoimpresstheminhisconsciousness eventhoughttheyceasetofunctionopenly,andmay causehimtofeartheirreturn.Forinstance,whenachild stealscookieshedoessosecretlyandfeelsheisdoing wrong.Itispossiblethathisparentswouldbesatisfied werehetoceasestealingcookiesandmightpunishhim toeffectthereform.Fearofpunishmentmayhave deterredhisstealingcookiesinthehome,butnotina storeorelsewhere.Whentheparentsmerelystopthe childsstealingininstancesastheyoccur,theymaybe aimingatcuringthechildspropensitytosteal.Theymay

haveimpressedinhisconsciousnesstheblameworthiness ofhisstealingbehaviorandpossiblythefearof punishmentinthehomethatitmaybuildupresistance tostealingatsomefuturetime. Themakingofadecisiononthepartofchildmayinvolve prestige.Itmayevensobemadeonthebasisofrightand wrong.Sincesomuchpressureisbroughttobearforthe wrongactionitwouldseemonlyfairtobringpressurefor therightaction. Forexample,MayandJanethadcarriedtheirplaythings outofdoorsandplayedwiththemtogether.Janetlater refusedtohelpMaycarrytheirplaythingsintothehouse. Theauntofthechildrenbroughtpressureforwhatshe wasreasonablysureJanetknewwastherightaction. ShesaidtoJanet,asfollows: Youhelpedbringouttheplaythingsandyouplayedwith them.Dontyouthinkitisrightforyoutohelpputthem away? Yes,butIwont.Janetreplied.Theauntthensaid,I havefoundweallhavetodowhatisrightnomatterhow bigorlittleweare. Iknow,butIwont.wasJanetsresponse. JanetsfatherchancedtohearthelastemphaticIwont andwasabouttoinitiateandinterveneauthoritatively, butwasquietlycheckedbytheauntwhosaid,Janetand

Iareworkingthisout. Gentlybutfirmlyandrepeatedlytheauntinsistedthat weallhavetodowhatisright.Gradually,thechildsI wontgrewweakerandfinallyshedashedofftohelp May,notonlytocarryintheplaythingsbutafterwardsto helpcleanupthescrapsofpaperwithwhichtheyhad earlierlitteredtheflooroftheplayroom. Toexpectachildoradultwithapastofdeviantbehavior patternstotransformverballypresenteddictum[sic]of socialconformityisquestionablemethodologyineither educationorreeducation;bothmustbeachieved primarilybythechildsownsocialbehavior.Thatsocial behaviormusteventuallygivehimsufficientsatisfaction toorienthimtowardsociallyacceptablebehaviorand awayfromthespecificdeviantbehavior.Thischangemay occurintheunconsciousbutfurtheradvance experientiallyshouldbringthespecificconflictofthe deviantandcorrelativenondeviantbehaviorintoconflict consciously.If,inthereeducationoftheparticular behaviorthemoraljudgmentrejectingthedeviantand acceptingitsnondeviantcounterpartasapreferential basisforactionbecomesanadheredtoconceptual principle,thereeducationcanberegardedascomplete. Howtheimplicationsofamisdemeanorofwhichthe personatfaultisunconsciouscanbehandledwithouthis beingidentifiedwiththemisdemeanorinvolvedis illustratedbythefollowingincident.Comparethe procedurewithpunishmentasanalternativeandone

mustnotethedifferenceineducationvaluebetween eitherpunishmentorpenance. Atenyearoldboywholivedwithhisgrandmother enteredintoanagreementwithherthathewouldnotgo toamotionpictureshowwithoutherconsent.He confessedhehadviolatedtheagreementandapparently assumedthatsincehehadconfessedtherewasnothing furtherrequiredofhim.Hehadgonetoamovieinthe afternoonsessionofschoolandthushadmissedahalf dayofschoolwork.Hisgrandmothercalledthisfacttohis attention.Whenheproposedthathestayafterschoolto makeuptheworkhisgrandmotheraskediftheteacher toohadgonethemovies.Theboydeliberatedandthen suggestedthatsincetheteacherhadtobeinthe classroomaquartertonineinthemorning,shemightbe willingtolethimcomeearlyeverydayuntilhehadmade upthetimehemissed. Conditioning a)PositiveExperience Conditioningmaybesaidtobehealthyandnormal.Itis anormalaspectoforganismasawholefunctioning.At anyrateitisafact,andadvantageousinmanyphasesof learning.Itisnotconsideredabnormalthatpoetry expressedinasongismoreeasilylearnedthanwithouta song.Thewordsofapoemsettomusicandsungbythe learnermayberecalledbyhimbyhearingthetune.A newlanguageisreadilyacquiredbyachildinconnection

witheventsthatmakeitmeaningfulwithotherchildren whospeakthelanguagefreelyandcoincidentallyalong withaction,aneventorsituationwhichrevealsthe meaning.Lineslearnedinthedramaaremoreeasily learnedandbetterretainediflearnedintheprocessof meaningfulactionthanwhentheyarecommittedto memoryfirstandlatercombinedwiththeaction. Directorsofthedramawhotakeadvantageof conditionalityhavetheiractorsintheearlystagesof rehearsalreadtheirlinesalongwiththerelevant movementsandonlyaftertheintegrationofthespoken wordsandthemovementstakesplacearetheactors requiredtobonedownandlearntheirlines.Getting intotheactionofthedramawillbringthelinestothe memoryoftheactorjustaswhenunabletorecallthe linesofthepoemthetuneofthesongwillrecallthe words. Theteacherorleaderwhowiselyincludedtheemotional conditionofthechildreninteachingorleadingactivities andcreatesahappyatmosphereistakingadvantageof thisnormalconditionality.Happyassociationsarean advantageonlywhenunhappyordeviantemotionality takesoverandinfluencesbehaviorunconsciously,[when they]divertorblocknormalfunctioning,theyare harmful. Thepastishighlysignificantasaffectingthebehaviorof theorganismasawholeinwhichemotionalityaffects fixationsandplaysothertricksinthenervoussystem thatdivertandsidetrackthereactionofthenervous

system.Howtounfixthesefixationsinhumanorganisms inimportant. Emotionalblockagesmaybecratedquitesimply.When highemotionalityoccursinconjunctionwithaneventin thelifeofanindividual,arecurrenceoftheeventmaybe accompaniedbyemotionalitysimilartothatformerly occurringinconjunctionwiththeevent.Whenthe emotionalityissopowerfulthatitdominatesthenervous systemitdivertsthenervouscurrentfromcompletingthe initialcurrentandmaycontinuetodosowheneverthe accompanyingeventrecursorevenwhenitisonly recalledimaginativelyinmemory.Forexample,afirst gradechildwhowasreprimandedforherinabilityto solveamathematicalproblem.Althoughgrownto adulthoodandabletosolvemathematicalproblemswith ease,sheexperiencesfeelingsofterrorandmisery wheneversheusesmathematicalsymbols. (b)NegativeExperience Anunfortunatetraditionprevailsinmanyhomesand schoolsthatrightdoingisandshouldbepainfulorat leastunpleasant.Tasksarisingintheroutineofeveryday lifeinthehomeareadministeredbytheparentwith negativeimplicationeitherintheformofarbitrary demands,orontheassumptionthatsuchtasksare disagreeabletothechild. Intheschool,childrenarepunishedbydoingschoolwork, socalledrecitationsandexaminationstotests,by

traditionratherthanbytheteachersinitiation,buttoo oftenfollowednevertheless.Itbecomessomethingofa contestwiththeteachertryingtocatchthechildand thechildfearingthepossibilityofmakingamistakeand beingpunished.Equallyunfortunateisthechildwho attainaplaceonthehonorrollasarewardfordoingthe bestwork,maybenotthebestofwhichheiscapable, whichiswhatheshouldbeexpectedtodo.Suchrewards tendtodestroythechildsenjoymentofgoodwork. Anotherunfortunatetraditionprevailsinmanyhomes andschoolsinmanyareasofendeavorthatlearningthe rightwayshouldbepainful,andisgoodeducation althoughthiswouldnotpossiblybeadmittedeitherby parentsoftheschool.Inawellmeaningschoolforthe educationofworkerswithyouthorganizationsaslogan ran,Dothehardrightinsteadoftheeasywrong.Right doingisquitegenerallyheldtobehard. Childrenarequitegenerallypunishedformisdemeanors ratherthanbeingdisciplinedforthepurposeof preventionaswellascorrection.Correctionofa misdemeanorcaningeneralrightlybeahappy experienceifnotinthetotalprocessatleastintheend results,oratleastbeacceptedeitherimmediatelyorin retrospectasjustandfairbytheoffender.Itus unfortunatethattoooftennotthejusticebutthe harshnessbywhichitwasadministeredisremembered. Thisdoesnotcallforshapingeducationfortheindividual onthebasisofhisfailuretomeettherequirementsofthe

normbytreatinghisspecificprobleminitselfasan entitybutrather,bytreatinghimasadynamicunity capableinsomedegreeofapositivebuildup development,howeverlimitedthatdevelopmentmaybe. PlayandBehaviorChange Inthewholefieldofsocialworkandthatofeducationas well,thereisurgentneedoffactsregardingthefunction ofplayandrecreationintheeducationandreeducationof children,adolescentsandadults.Experiencewith directedplayappliedinawidefieldandcoveringalong periodofyearsindicatedthatithastherapeuticvalues. Moreorlesspermanentchangesareknowntohavebeen wroughtinpersonsthrough[sic]playactivitiesinschool children,normalandsubnormal,hospitalizedchildren,in youth,mentallyillyouthandadults.However,inspiteof observationsofthecurativeeffectsofplayoutofwhich thetermrecreationaltherapyhasemerged,the therapeuticvaluemustremaincontroversialuntil researchsupportsitsclaimsandapplicationtothe treatmentofabnormalbehaviormustremainsporadic untilaccuratemethodologyhasbeenestablished. Nevertheless,therearesufficientfactstoprovethevalue ofplaytoindicatethatinstitutionscaringfordelinquent children,hospitalsforchildrenandadultsespecially thosecaringformentalpatientsshouldincludeplayin theirtreatmentprogram. Whileplayisofgreatvalueininstitutionsconcernedwith thetreatmentofproblemandantisocialbehavior,or

deviantbehavioritisalsoavalueinbringingabout behaviorchangeinallchildren,youthandadultsafflicted withpersonalityproblems.Play,particularlytheplaying oforganizedgames,hasproventobeadynamicprocess atoncecorrectional,disciplinary,anddevelopmental. Sincealltrueplayisextroversiveitinvolvesexpressive heavierintheplayersandthereforetendstopreventor removeblockagesandinoneprocessprovidesa counterpartoftheblockage. Inorganizedplayorsocialgroupsespeciallythoseof childrenandadolescentyouth,manyindividual personalityproblemsarerevealedandresolved.Dueto neglectandtovariousharmfulpastexperience,fixations orblockageswhichlieburiedinthechildsunconscious arelikelytobereleasedinplayandrevealedtothe observer.Anindividualsproblemmaypossiblybe revealedthroughitmayberesolvedwithoutbecoming obvioustothechild. Manyindividualchildrenarehelpedoutofsome distressingconditionbyplay.Playmayresultinarelease oftheblockagesbyreplacingthem,thechilddeveloping outofthem,orbyoutgrowingthem. Problemsmaybesolvedbetterincidentallybyagood programofplayactivitieswithoutintentiontodosoand possiblywithoutawarenessoftheexistenceofsuch problemseitherbytheplayinggroup,oritsleader,orthe youthwithproblemshimself.

Thisisafarcryfromprobingintothepersonallifein searchforproblembehavior,andthenproviding conditionstoitsovertunrestrainedexpression,orin attemptingtochangetheproblemheavierbypunitive reprisals.Froeexample,thereisWally,physically handicapped,whochangedhisantisocialbehaviorafter havingaplayexperienceindramatics.Helater reprimandedtheparticipantswhobehavedashehad previously. Anotherexampleofbehaviorchangethroughplay activitiesisthatofayoungwomanwho,asachild receivedunduenoticefromadultsascuteandbecamea showoff.Inadramaticrolethereweredifficultiesin tryingtogethertoactincharacterintheroletowhich shewasassignedintheplay.Cooperationfromtherestof thecasthelpedinthiseffort.Subsequentlyshedidactin characterandbecameverycriticalofamemberwhohad thesamedifficultyshehadpreviously. Whileprovidingtheindividualwiththekindofplay experiencethatwillcorrectfaultyorproblembehavior andcompensatefortheresultsofneglector misadventure,guidingplayexperienceofchildrenor youthwithproblemsisnotpsychiatrictreatment. Disciplinedbyplayactivity,perhapsagame,whichisfree andunregimented,theunconsciousisreleasedinplay anditsdeviantovertaspectsaresubjectedtothesocial judgmentoftheotherplayerswhichmayormaynot bringittotheconsciousnessofthechildoryouthin question,oritmaybereleasedanddissolved

unconsciouslyinthehealthyimpersonalactivity. Experiencehasshownsuchreleaseandreeducationto resultinwidespreadandfarreachingchangesinboththe socallednormalchildrenandadults,insubnormal childrenandpathologicaladultsaswell. Thefactthatachildmaybecomeconsciousthathehadin thepastbeenguiltyofbadbehaviorbutnowwasnotso, isdifferentfromtheworkeridentifyinghimwithsuch behavioratthetimeofitsevidence.Itisfarbetterforthe childtolookbackonhisbadbehaviorafterhaving overcomeit.Heismoreapttorejoiceinhiscorrecting andchangingthaninregrettingthepastandfeeling guiltyaboutit.Playtendstotakethemanifestand potentialpersonforwardnotmerelytocorrecthis deviance. Bothworkandplaycanbeusedtherapeutically.Inboth workandplay,theemotionalsatisfactionandtheovert resultsachievedineachreinforceeachother.Inplay,the playerprovestohimselfandotherswhathecando. However,theplaymustbewithinhismanifestabilityand potentialitiesandalsocommensuratewithhismaturity. [GS4][GS4]Itmightbeexpectedthatchangesintheform ofbothkindsofactivities,workandplay,wouldbe requiredtostimulateprogressontheonehand,andto keepinterestandsatisfactionaliveontheother.In mentalillnessasinnormalhealth,workandplay constitutetwosourcesofsatisfactionforbothemotional andovertresults.

Problembehaviorfallsintotypesandisrelatedtoage categories.Youngchildrenfrequentlyrevealsymptomsof problembehavior,suchastoogreatdependencyon eating,thumbsucking,useofpacifiers,etc.Rational developmentdetractsfromtoogreatdependencyonthese habits.Variousformsofplayareconducivetolessening thistypeofdependence.Childrentonotsucktheir thumbswhilelisteningtostories.Storylisteningis extroversivewhilethumbsuckingisintroversive. Anothertypeofproblembehaviorfrequentlyencountered inplayactivitiesofchildren,youthandadultsisthatof selfreference,showingoff,oftheegotisticindividual. Playerswithnormaldevelopmentandsocialexperience progressindepthandexpansionthroughbothrepetition andvarietyofplayactivitieswithfreedomandorder.Also whatmaybecalledpersonalityorcharacterattributes becomeincreasinglystabilizedinplay.Brightchildren neednotbemadeconsciousoftheirmentalsuperiority. Leftalone,childreninbothfamilyandschoolaccept differenceinvariousabilitieswithouteitherself aggrandizementofthebrightortheselfdepreciationof thelessqualified.Brightness,dullness,ortheslownessin childrenmayshowineitherphysicalormentalbehavior orinbothbutinanycase,identifyingachildwithhis brightnessordullnessturnshisthoughtstoselfand therebynarrowsthescopeofhisoutlook.Noparentneeds tofeartoshareaccomplishmentsofeitherthebrightor dullchildwhenattentioniscenteredintheachievement andnotinself.Childrensoorientedoreducatedare preparedtofindinterestinoneanothersachievements

andinlaterchildhoodtogiveoneanother encouragement. Ayoungchildwhoseparentsinducehimtoshowoffhis tricksmaybesotakenoverbytheshowoffpatternof behaviorthatheisneverabletoestablishtheorganism asawholespontaneityor,ifso,onlywithwisetreatment ofanadultaninassociationwithotherchildrenwhose behaviorpattersarespontaneousandfreefrom exhibitionism. Callingachildashowoffmaypreventovertexpression ofexhibitionismbutitwillnothelphiminfreeing himselffromitnorinacquiringtheorganismasawhole pattern.Thislatterpatternisanessentialpowerin education. Exhibitionism,evenforapersonofanyagewhohas sufficientlyestablishedspontaneousorganismasawhole behaviorpatternsislikelytocauseapersontotryunder thispressuretocopythepatternpreviouslyexperienced. Thistooisanobstacletothegreaterpermanencyofthe desirableorganismasawholebehaviorpattern. Egoism,orselfreferenceoftenhasitsbeginningsin earlychildhoodbybeingencouragedtoshowoffspecial talentsandaccomplishments.Highgradesandthehonor rollinschoolmadeoverimportant,orinfact,anyformof excellencegivenselfreferencemaycontributetoegoism. Anegotisticpersonfindsdifficultyingettingintoplay activitiesimaginatively.Thisdifficultyingettinginto

activeparticipationinsocialactivitiesisparticularly apparentindramaticswhenheisrequiredtogetinto character. Inattemptingtoreeducatetheegoistchild,gamesplayed happilybyboysandgirlsofapproximatelysimilarage wouldpossiblymakethebestbeginning.Childrencanbe freedfromselfreferencebyplayinggameswithother children.Childrenrespondnegativelytoselfreferenceof anothereventhoughtheymaydosounconsciously.While intrueplaychildrenalmostinvariablyshareinthejoyof anotherwhohasmadeagoodplay,theyareunlikelyto accordsimilargoodwilltoashowoff.Nodoubtany achievementthatwasevokedbywholeheartedeffortand unselfishpurposewouldgofarinfreeingapersonfrom selfreferenceandreceivetheacclamationoftheother children.Whilegamesarelikelytobeagoodbeginningin thefreeingofchildrenfromselfreference,dramatization ofstoriesandotherformsofdramaticplaywouldalsobe desirable,eventhoughthismoreadvancedplaymight requirevariedexperienceoveraperiodoftime.[GS5] [GS5] Theproblemofreeducatingtheadolescentoradult egoistislikelytobefarmoredifficultthanthatofachild. Ineithercase,egoismissomewhatorwhollyunconscious. Achildcanbedevelopedoutofitwithoutbeingmade consciousofit.Thisiswhollydesirable.Buttheadult mayrequirebothtreatmentintheunconsciousaswellas intheconscious.

Theegoistisoftenapersonwhoexcelsinmanyactivities andasaresultisreluctanttoundertakeanythingthat portendslessthanthatforhim.Thismakeshisre educationdifficult.Heinterpretsandjustifiesegoismas excellenceandthereforeclingstoit. Itwasobservedthatapersonaddictedtoegoismhad aspirationsinthefieldofdramatics.Shewasassigneda leadingroleinagoodplaybutitwasdiscoveredshecould notgetintocharacter.Throughthegreatskillofthe directorandwithcontinuedeffortsheultimatelynotonly gotintocharacterbutalsodidexcellentacting.The praiseofasmallselectaudiencewasoverwhelming.An appealwasmadeforarepeatperformanceforaspecially invitedaudienceforthenextnight.Thistimetheperson inquestionwasunabletogetintocharacterforshetried toimitate[GS6][GS6]theactingshehaddonethenight before.Apparentlythehighpraisehadnodoubtgiven riseandvitalityagaintoheregoismandthestrange audienceaddedtotheresult.[GS7][GS7]Whatshe neededwastoactforasmallgroupofsympathetic classmatesinvariousplaysoveralongperiodoftime untilsheovercameherselfreferenceandegoismand becamemasterofherrolesintheplays. Itisquitepossiblethatsportsmighthelpinthere educationofaconfirmedegoist,althoughitisnothelpful tohimtohavehisegoismverballyuncoveredbyother persons,ratherthisknowledgeshouldcometohis consciousness,ifitdoes,intheprocessofreeducationas heparticipatesintheactivities.

Theegoistmustalwaystopanotherpersonsaccountof aneventbysomeformofselfreference.Hemaycheck himselfbyhearingthispracticecondemnedorcontinue eitherconsciouslyorunconsciously.Whatevertheformof extremeegoism,itnarrowsdowntheoutlookofitsvictim andlimitscreativeexperiencethatistheessenceofplay. Whenonesmotivationofakindacttoanother,orother formofpraiseworthybehavioristhereflectivegoodto onesself,itcreatesorisselfinterest,selfreference. ProblemBehavior Thereisurgentneedforknowledgeandeducationthat equipsteachersandallworkerswithchildrenandyouth topreventproblembehaviorand/ortreatitinitsearliest appearanceandstages.Manyformsofbehavior,which allowedtogoon,wouldbelikelytobecomeincreasingly seriouscanbechangedunconsciouslyinbothchildren andadults. Thetermbuildupbestexpressesthemosteffective treatmentofsomeformsofproblembehavior,infact treatmentofmanyforms.Thatis,thechildistobe nurturedasawholebyavarietyofdevelopmental, correctionalexperiences,inthewholenessofcharacter. Educationsuffersfromthefailuretoequipteachersand workerswithchildrentoeducateandworkwiththe wholechild,forthechildwillbehaveaswholesince naturemadehimadynamicwhileandthereforehemust beeducatedasawhole.Ifteacherscontinuetobe

equippedforonlythementaloracademiceducationofthe childandyetbeheldresponsibleforthechildssocialand moralcharacter,thewholeofeducationsuffersandthe childrenwithbehaviorproblemswillcontinuetobecases forpsychiatrists,psychologists,judges,correctional schoolsandinstitutionsandsimilarpiecemealformsof treatmenttobedealtwith. Itshouldberememberedthatproblembehaviorofa seriousnatureinchildrenandofteninadultsfrequently isoutgrown.Childrenandadultsfrequentlygrowoutof problembehavior,justasthebodyrenewsitself.The termoutgrownisusedadvisedlyforonlychangeinthe innerlifeofthepersonistrulycurativeandcorrective. Whenplayactivitiesarecoordinatedwiththereadiness ofpotentialitiesinchildren,correctionandoutgrownis broughtaboutpositivelybytheprocessofthe actualizationofpotentialities. Unwholesomehabits,emotionalblocks,abnormal conditionsandotherproblemsareoutgrown,resolved instimulatingprogressinhealthydevelopmentandthe processofplaywithoutthepersonhimselfevenbeing consciousofhisownproblem.Playrightlyusedmaybe positivetherapyadministeredwithoutthesubjectsbeing consciousofhisabnormalityormisdemeanor. Inreeducationthedeviantmaybeunawareornot consciousofhisparticulardeviance.However,itmaybe broughttoconsciousnessbyvariousexperiencesandby understandingothersandself.

Activityopensthewayforgrowthandcorrective experience.Condemninghimselfiskillingthesourceof correctionwhilecondemningtheactionorparticular behavioropensthewayforitscorrection. Inreeducationofthedeviantitisimportantthatthere beapolicyofkeepingtherecipientoftreatmentfrom becomingcognizantthatheisundergoingtreatmentand abstainingfromrevealingthistohimlater.Whendeviant behaviorisanalyzedinanefforttomakereparationsor correctiontheoffendersattentioniscenterednotin himselfbutintheoffenseordevianceandwhattodo aboutithimself.Punishmentimposedbynotmatter whomlikewisecentersattentionintheoffenderand contributesnothingtowardsthesolutionoftheproblem. Inthebuildingupofseverelydeviantorunderdeveloped persons,thelesstheirdevianceisverballyinterruptedto them,thelesstheyareconsciousofwhatisoccurringin theprocessofcorrection,thehealthiertheexperiencewill be.Itisquitepossibleandwouldseemtobeahealthy completionoftheexperienceforthepersonto retrospectivelybecomecognizantofthebenefithehas derived. However,foranotherpersontoattempttorecallthis experiencetothepersonmightmakehimresentfulof beingorhavingbeenmanipulatedforthatdetermining tacticshavebeenusedbyanother.Thisisnottoimplyhis observationofsimilardevianceinanothermightnot

makehimretrospectivelyconsciousofhisownpast deviance.Thismightoccursubjectivelyorunconsciously throughhisownmaturationandgrowthand/orinsight, hindsight,oranalogouslythroughknowledgegainedfrom fictionorotherliterature,orthroughothersources, ratherthanbyverbalizesuncoveringofhisdevianceby anotherperson.Muchharmcanbedonebysuch uncoveringofpasterrorsorproblembehavior.Ineither casethepersonmaycondemnhimself,and/orresentthe personwhomakeshimconsciousofhispast,or,like Jacob,hemaybeliftedabovethepast,andseeingthe wholeexperienceinanewlightbefreedfromit.Possibly suchanexperiencemaybethestuffofwhichJacobs ladderwasmade. Thepolicyofbuildingupordevelopingthewholeperson andprovidingsituationsandconditionsconduciveto strengthentheparticularweaknessand/orundermining deviancebypositiveexperienceresultsinchangecoming positivelynotnegatively.Inotherwords,toworkfora positivebuildupinapersonwithattentiontospecific weaknessand/ordevianceissuggestedasthemethodto bringaboutbehaviorchange. Inworkingtobringaboutabehaviorchange,weare buildingupnotalonethepersonsconceptionofhimself, butwhatwewanthimtobecome.Actinguponthe knowledgewehavethedynamicorganismenvironment relationshipandthedynamicorganismasawhole functionoftheindividual,wedonotneedtoknowwhat preciseconditionisblockingtheindividualorcausingthe

problembehaviorforwearefreetocontroland experimenttoaconsiderabledegreebycontrollingthe environment.Butsolongasexperimentationisbasedon staticconceptionsofthesedynamicfacts:thatthe organismenvironmentrelationsareatwowaydynamic process,andthattheindividualfunctionsdynamicallyas awhole,environmentwillinevitablybeconceivedas staticanditspotentialasanactivatingagentwill continuetobebypassedintheschools,inthetreatment ofproblembehavior,andinthetreatmentofthementally illandmentallydefective. Therearemanyfactorsinvolvedinbringingaboutchange inbehavior.Changesinbehaviormaybesosmallorthe problemsoresistantthatonlyperseveranceand consistencywillbringaboutasignificantchange. Notonlycurricularactivitiesandtheactualizationof potentialbutthedynamiccharacterofconsciousnessin anadulttakingadominantroleandpositionofauthority incontinuedassociationwiththesamechildrenwill bringaboutchange.Underthiscondition,childrenhave daybydayexperienceandresponsibilityinmaking judgmentsandmaintainingjusticeunderhappifying conditions.Itisthecontinuumbywhichrepeated experiencesbecomeestablishedasgenuine characteristics.Ateachermaypersonallygetgood responsewithoutchangingachildscharacter.Shemay personallyinfluenceachildandchangehisbehavior overtlybutitmaynothavereformedhim.Itispossibleto educatechildrentodealwithdevianceasitoccursin

schoolorinaplaygroupinsuchawaythatrightand wrongbehaviorisbroughtintosharpcontrastin consciousness.Sucheducationorexperienceshould developconscienceintheindividualandsocial responsibilityinnthegroup. Thesocialgroupcanbeafactorinbringingaboutchange todesirablebehavior.Schools,childrenshospitalsand otheragencieshaveproventhatorganizedprogramsand wellselectedplayactivitieshavebeenbothpreventive andcorrectiveofdeviantbehaviorinchildren. Lawlessnessinchildrencanbestbecorrectedinsocial groupactivities. Intheassociationandthesocialactivitiesofagroup spontaneousandgradualbuildupofnewpowers, resourcesandnewattitudesoccur.Thisisoneofthe uniquevaluesofanintegratedgroupsuchasaclub.In suchagroup,evaluationoftheundesirablebehavior charactertraitorotherbyeitherthegrouporan individualmember,orevenanindividualinauthority, maybemotivatedbyfriendlydesiretohelptheoffender, oritcanbeanunfriendlycondemnationofhim.Whenthe motivationofthegroupismarkedbyfriendlinesstothe offenderandbynegativeappraisaloftheoffenseor behavior,reformationislikelytobeundertakenasa matterofcoursebytheoffenderhimself.Thistreatment, ifgradualenough,tendstoinduceconformityand preventconflictandcangofarinbringaboutbehavior changeintheoffender.

Whenyouthincapableofcontributingtoagroupare acceptedasmemberswithfullrightsandprivilegesthey arethereafterencouragedtoactuallyfulfillthe requirementsforsuchmembership.Theexperienceof beingborneupandcarriedalongbythemomentumofa fairlylargeorganizedsocialgroupcanbeagreatpowerin buildingupthedeviantindividualuntilhisdevianceis modified.Whenthiscomeswithouthishavingbeenmade consciousofhisdevianceitcanbeasortoffacesaving therapy. Ontheotherhand,conflictcreatedintheconsciousness ofthedeviantindividualbyhisexperienceinthegroup, withouttheverbalanalysisimposedbyothers,mayalso befacesaving.Whenconflictintheconsciousnessofthe deviantisallowedtoincubateanddevelopatitsownrate, ittendstoforceorpushbetweenhisdevianceandthe developingbuildup. Thereisanimportantdifference,therefore,between holdingtheoffenderresponsiblefortheovertdeviance anddiscussingitasaninfractionofrulesinherentinthe activity,asagainstcondemnationoftheperson.The bringingofsuchpersonalproblemsintotheopenby otherscancreateselfcondemnation,shameand/or resentmenttowardstheothermembersofthegroupand discourageefforttowardsreform,behaviorchange,and theworkingoutofhisownproblem. Apersontiedintohisclubissubjecttocontinuous influencebythegroup.Inassociationwithothersin

socialactivitiesthedeviantisfreeandmoreopento influencethanheiswhenunderexaminationor treatmentinaclinic.Inhisclubheassimilatesaccording tohistotalcondition,attitude,feeling,sandidentifies withwhatinthegroupistohimgood.Itispossiblefor thepersonwhocreateshisownproblemsofbehaviorto workthemoutortoworkoutofthem.Rightdesirecanbe apowerfulinfluenceforreform.Toattempttogetsuchby preceptorevenbytalkingitover,istodefeatthehigher purposeofworkingoutthewholeproblemincidentto beingayounghumanbeingwithdeviantbehavior. NegativeInfluencesinPlay Whilethevaluesinplayaremanyandplayactivitiesand theexperiencesthereinareessentialinthegrowthand developmentofchildren,playdoesnotalwaysbringgood results.Thisisduetothefactthatcertainelementsmay enterwhichtendtonegatethevaluesinplay.Thereisa kindofplaythatseparates,setsusinconflictwitheach otherincontrasttoplaythatdrawsustogether. Anoveremphasisonwinningdefeatsotherpossible valuesinplay.Winningschoolchildrensteamsplaying baseballhavebeenbeatenupbythelosingteam.Insuch caseswinninghasbeenoveremphasized.Playiskilled andtheneffortisoftenmadetogetbackwhatwaskilled byauthoritariantreatmentorbypreaching sportsmanship. Stressputuponthestructureandtechniqueofaplay

activitybytheplayleaderorteachertendstopreventthe releaseoforganicelementsessentialtocreativityand expressionofanykind. Extollingachildwhohasshowngreatabilityor achievement,wholeftalone,mightevokeemulationofhis achievement,maycreatejealousyinsteadandmakehim ashowoffaswell.Thusthevaluesintheplayactivity aredestroyedforbothhispeersandthechildhimself. Givingachildpraiseorspecialprivilegemayevoke resentmenttowardshiminothers.Furthermore,thishas importanceinthedevelopmentofintelligenceforwhen oneisbeingmadetheobjectofspecialattention;oneis beingdistractedfromthepurposeofthesituationto whichhepurportstobegivingallhisattentionand effort.[GS8][GS8] Thetendencyoftheadulttotrytoinducethechildto copyparticularpersonalcharacteristicsorthecharacter attributesofanothermaynotonlyresultinhisrejection oftheadultsdictumbuthemayevenbemadejealousof theother.Whilehealthymindedchildrenarequickto acclaimunostentatiousexcellencetheyareequallyquick torejectthecopyingofvirtuoussocialbehaviorof another.Leftalonetheyarereadyemulators. Funistheessenceofthespiritofplaybutwhenthe pretenseoffunisplayedup,ittendstokillthenatural vitalityofplay.Pretenseoffunkillsrealplay.[GS9][GS9] Negativeattitudesbroughtintoplayactivitiesandplay

projects,ifnotchecked,destroythevalueofplayforthe players.Negativism,orbeingagainstthisorthat,leads tohatingwithoutpositiveenthusiasmforsomethinggood andthedevelopmentoftheabilitytomakeitcometo pass.Playisoneofthebestdevelopersofpositive attitudesandoneofthebestcuresofnegativism.Inplay, apersonproveshisabilityandtherebyconvinceshimself ofit.Heseesbothhisachievementsandlimitations.He alsonoteschangesinhisownabilityandthereby negativismcanbepreventedorchangedtopositive attitudesthroughplay.But,whenanactivity,suchas baseball,involveshatredofonesopponentsithasa negativeeffectonhimselfandpossiblyhisopponent. Theuseofdisciplinebyanadultinthecourseofplaying oftenconditionstheindividualagainstadults.Itmay resultinfarcinginplay. Amongthefactorsofgreatinfluenceonthevalueofplay isthequalityofthecontentoftheactivities.Becauseof thisfact,traditionalgames,thecontentofwhich challengescontinuedinterest,aresuperiortothosein whichoneplayerismadethebuttofthejoke,ortothose whichhaveacatchinthemwhich,whenonce discovered,rendersthegameofnofurtherinterest. Thetendencytofarcegames,ortoindulgeinfarced playindicatesapovertyofabilitytopsychologicallyget intothegameandunlessoncepsychologicallygetsinto thegame,oneisnotactuallyplayinganymorethanthe actorwhofailstogetintocharacterisacting.Thebest

waytoavoidsuchfarcinginplayistoselectactivities thatchallengeinterestandtaxbutdonotovertaxthe abilityoftheplayers[GS10][GS10]. Thetricksandshowoffdevicesemployedfrequentlyfor thepurposeofputtingoveraprogramareunnecessary providedtheactivitiesarethemselvesofinteresttothe group.Moreover,suchtricksanddevicesindicateadesire onthepartoftheleadertodirectattentiontohimself ratherthantoleavewiththegrouprecreationalandplay materialwhichcanbeusedrepeatedlyontheinitiativeof themembersofthegroupandindividualplayers. Beforeundertakingtheanalysisoftplayactivitiesin termsofthebehaviorlikelytobeevokedintheprocessof playingthem,itisessentialtokeepinmindthefactthat thepersonisaunityofwhileandthatthehuman organismbehavesaswholeunderallconditions.Play utilizesthewhilepersonandorganismasawhole activatesthewhole[GS11][GS11].Thecontentofthe whilesodevelopedconstitutesthedevelopmentof elementsthatcanbeusedforotherpurposethanplay. Playactivitiesofthehigherordersuchasgames,dances, drama,provideasynthesis,thatis,theyprovidean organizingmediumforbringingtogethervariousaspects ofhumanimpulses,feelings,sentiments,andsoon, givingmeaningtothemmutuallyandasaunit.By sharinginsuchactivitiesweegiveunderstandingofthe meaningofhumanbehaviorperseandofourselves reflectively.

Iftheeducationalvalueofplayistobeunderstood,the valueoftheactiveprocessofplayingaswellasits characteristicformsofexpressionatdifferentperiodsof lifeshouldbeunderstood.Theessentialfactorinplayis theprocess. Intrueplay,whatevertheparticularplayactivity,the playersspontaneouslyprojectthemselvesbehaviorally andpsychologicallyintotheactivityforthesatisfaction theprocessofplayingaffordsthem. Theplaybehaviorattitudeofplayisthisabilitytoproject oneselfintoaplayactivityandvoluntarilyact consistentlywiththerequirementsoftheplaysituation. Throughthemediumlargelyofsuchplayactivitiesas games,dramaticandstoryacting,dancing,singing, playinghouse,makingthings,playersprojectthemselves intotheactivitiesandintheprocessexcludeirrelevant thinkingandacting.Atthesametimetheyexperience thedelightfulfreedomfromself. Trueplayrequiresauniqueformofselfdetermined, spontaneousplaybehaviorwhichlastsonlyaslongasthe playerspsychologicalintegrityholdsout.Whenthe playerrepudiatesthechallengeoftheplaysituation imaginativelyandmentallywithdrawsfromthegameor playsituation,heceasestoplayandnolongermaintains thespontaneousimaginativephysiologicalparticipation whichistheuniqueessentialofthefunctionofthespirit

ofplay,eventhoughhemaycontinuetoactovertlyin maintainingtheletterofthegameoractivity. Playcomprisesattitudesandsituations.Forbestresults interestmustarisefrominsightintothesituation,or problem,andthechallengeforitssolutionmustbe acceptedandmustanimatetheplayerthroughoutthe periodofplay.Theinstantthesolutionoftheproblem, whetheritbeathingtobecreatedoranactofskilltobe performed,anopponenttobeovercomeinagame,or somegroupefforttobeaccomplished,ceasestoconstitute thewholechallenge,theattitudeofplayceasesanditis nolongerplay. Inthecourseofspontaneousplaytheinnerfeelings, characterqualities,etc.,areobjectifiedbehaviorally,and causeeffectrelationshipsaresorestrictedintimeand spaceandtheactionsoftheindividualsreactedtoso immediatelythathisshortcomings,shouldtherebesuch, andtheinducementstoovercometheman/orachieve, resultsinselfrealization. Playisacontinuouscirculatoryprocessorreaction.The playerisinastimulatingsituationthatcallsfortheffort andaction.Inplay,thisistheindividualsselfselected situationstimulationandhisselfselectedaction.Playing inagroupisaprocessofindividualbehaviortakingplace inaproblemsolvingsituation,whichtendstomakethe situationandhisactionintelligibletotheplayer. Inplay,allthatachildorpersonisbyinheritanceand

learningmaycometoexpression.Whenexpressedit becomesinterboundwithallothersidesofhimandwith others.Whateveraplayerexpressesinplay,he assimilatesjustasheassimilatesthemilkhedrinks. Playinitselfisaninnatetendencyservingasanatural impetustoeverythinginachild.Selfexpressioncannot comeinbucketfuls,aswhenaropeandabucketislet downintoawellforwater.Neithercanitbepumped,but intheprocessofplayitwillflowoutasfromanartesian wellwhenanopeningintothesourcehasbeenmade.Itis inthisoverflowthatnewmixturesaremade,new discoveriesarise,andrefinementsofwhatisbeneath comesforth. Inthefunctionofplayingvariousaspectsofplaybehavior becomeorganizedintoproblems.Inplayactivitiesthe participantsplayroles.Ifitadancetheplayerfollowsthe designthroughtotheclose,likewiseplayinghisroles.If theplaysituationisagameheactsinobediencetothe rulesandplayshisroleinrelationtothoseoftheother players.Ifisadramaheactsconsistentlywithinthe frameoftheplay.Whentheactivityisfinishedorover, theplayercomesoutofhisrolepsychologically.Inthe processofplayingdifferentroles,theplayercangetsafely bothmoreanddifferentexperiencethanhecangetinthe routineofeverydayliving.Inthedrama,hecanbecome forthetimebeingahero,lover,villain,orsaint,which maygivehimpsychologicallyalongvacationfromhis workadayselfandcertainlyitenableshimtoget experienceimpossibleforhimoutsidethedrama.

Withinitsownpeculiarframeofreferenceeachplay activityisappropriatelycreated.Abstractsymbols, musicalnotations,writtendefinitions,andsonon,are translatedintoorganizedsynthesizedovertexpression. Thisovertexpressionoftheactivitytakestheplayer outsideofhimselffortheactivitiesareexpressedonlyfor thesatisfactionsuchexpressionaffordstheplayer. Alltechniques,socialmannerisms,conventionalbehavior areamatterofintentuntilitbecomessohabitualthatit freesonefromthenecessityofgivingitattention. Whenplayinganewformofsomeplayactivity,theplayer atfirstislikelytobeprimarilyconcernedwiththe workingoutofthedevelopmentofthestructure,orframe ofreference.As.Thestructurebecomesorganismically establishedbytheemploymentofpatteredstimulus,the playerisabletogivelessattentiontothetranslationof theverbaldescriptionintoplayandheissetfreeto becomemorecreativeandmoreofhispotentialitiesare therebyevoked.Suchresultscomeabout,however,only whenthestructureandtechniquesoftheparticularplay activityarenotoverstressedbytheplayleaderor teacher. Purposeisneededinplay.Purposeisthechildsowngoal. Whenpurposeisconstructiveandfunctionsfreelyinplay, ittendstocontributetonormalityinallaspectsof developmentandbehavior.Onemakesprogressthen withoutgoals.Setgoals,insteadofsettingthechildfree, cloguphisactivity.[GS12][GS12]

Intheplayofchildren,functioningappearstoresultin thechildscorrelatingthoseaspectswhichhesensesas mutuallyhomogeneoustohispurpose.Thisappearstobe ofsimilarmentalpatternasauniverseofdiscourse. Childrenshouldbeencouragedandguidedinallformsof playwithfreedomtoinitiateandcarryoutvariousforms ofplay;butaimless,wasteful,triflingistogenuineplay whattheharmlesschitchatofadultsistofruitful conversation.Inmanyfamiliesthechildrenrunabout withoutpurposeandoftenattackoneanotherapparently withnointentiontoinjure,butfrequentlyitbecomesreal fighting,thoughoftenregardedbyadultsasplay. Muchofwhatpassesforchildrensplayisaimlessbased onimpulse,andisamereexcitingorpurposeless excitement.Itisnotplaybutratheranexperiencein confusinganddiffusingaction.Apreponderanceof excitementtendstocreateexcessivetensionand confusionwithoutrelaxationandthereforeleadstothe lesseningofintelligentselfcontrol. Whatpurportstobetheplayofchildrenmaybe purposelessandcapriciousimpulse.Suchplaybehavior lackspsychologicalcontinuityandtheplayformsmaybe mereincidentswithnoapparentconnection,ormeaning sequence.Andyeteachincidentmaybeprimitiveplay behavior,organismic,theessentialformoftrueplayand beimaginativelycreated.Nodoubtanynormalmovement contributestoorganismicdevelopmentthoughitmaynot

beplay.Achildlimitedtoaimlessplayemploystoolittle ofhispotentialpowers. Agame,story,nurseryrhyme,songs,orreadingmay serveasasynthesizingmediumtoorganizeafrustrated purposelesschild.Therearesomemanygamesavailable thattheycanbeselectedtofitneedsofgrouporachild. However,toletthegrouporchildknowthepurposeofthe workerorparentstendstodefeatit. Tohaveprogressinplay,purposeisneeded.Itseemsthat ahealthycharacteristicofyouthisprogress,especially whenitinvolvesunusedpowers.Unlessthereisprogress involvingnewpowers,lifeseemstolackzest.Whatthe childneedsisavarietyofstimuluspatternsthroughplay activities,notbeingtoldhowtoactinthese,butbeing freetodevelophisownway.Purposeinplayactivities createsthenecessityoffindingthewaybythechild himself. Invariousformsofplaysuchasdramatizingstories, games,playinghouse,etc.,childrenholdthemselvesto thegeneralpatternoftheplayandyettheindividualis leftfreetoplayhisroleinhisownwayspontaneously, providedhisplaydoesnotviolatetherequirements.Such aframeofreferenceasagame,beingmoredefinite, necessitatedcloseradherencetotheeventsinrelationto thepurposeinthegame,greatercontinuityandmoreself disciplinedplaybehavior,thoughitmaybeeither mentallyororganismicallycentered,thanthat characterizedbycapriciousfreeformsofplaywhichlack

suchsequence. Thepurposeoftheplayingchild[may]bedefeatedin variousways:itmaybeinterruptedbyrestrictive conditions,orbyauthoritativedirectionhowevergently given;bythechildbeingtoldwhattodoinaplay situationandhowtodoit;byhisbeinggivenassistance whenhispersistencewouldenablehimtoeithersucceed, causehimtoreturntotheproblemlater,ortosimplygive upforthetimebeing[GS13][GS13]. ProblemSolvinginPlay Inplayactivitiestheprocessofplayinginvolvesproblem solvingwhetheritbehowtopileuptheblocksinbuilding atowertomakethemstandortheplayingofchessand workingoutthemoves. Whenthechildorganizeshisplaythingssothatthey representhisexperienceandrationalityandnamesthe resultatrain,forexample,thefunctionalpattern employedbyhimissimilartothatusedbythescientist. Thedifferencebetweenthechildandtheextentofthe imaginativesuperstructureitinspires.Achildsproblem solvingisinpatternafitbasisofscience. Whentheyoungchildhabituallyaskswhatsthat?he maybechallengedbyyoutellmewhatitis,orby sharinghiscuriosityandwonderingwhatitis,getting himtowondertoo.Ifproblemsolvingweremerelygetting thefinalresultintheanswerorfollowingaformula,

problemsolvingwouldbeoflittlevalue.Itistheprocess ofworkingoutthesolvingoftheproblemthathasvalue fortheproblemsolver. Problemsolvinginvolvesthewholepersonandmaycarry theproblemsolverfarbeyondtheoriginalproblemand includefarmorethandoestheproblemitself.Itmaylead theproblemsolverontonewinterestsandintellectual adventure,whereaslearning,theacquiringof informationandtextbookrecordedfact,tendstoendwith therequiredlearning.Problemsolvingdoesandmust includeorganicintelligencebutmeresymboliclearning ignoresthevalueofproblemsolvinganditsincentiveto solvingtheproblem. Whileitistruethatthehumanmindsensingaproblem tendstoacceptitasachallengefortryingtosolveit,itis equallytruethatmereexperimentationinvolvingthe rejectionofthehypothesismaytendtointensifythe challengeasdoeseventhestepbystepprocessasthe solutionprogressesevenatlongintervals.Thedegreeof effortmadeintryingtosolveachallengingproblemeven thoughnotrewardedbysuccessdeterminesthedegreeof satisfaction.Havingdoneonesbestissatisfyingeven thoughonehasnotattainedonespurpose. Whilemanpossessesthisprimitiveabilitytosolve problemsandretainsthisabilitythroughoutlivein conjunctionwithhishigherorderofintelligence,problem solvingmustbecontinuousinbothmanandanimalsif potentialsaretobetimelyanticipatedandactivated.

Whenachildcreatesproblemsinhisplayheshouldbe lefttosolvethemifheiseitherabletodosoorislikelyto createthesituationatanothertimeandtrytosolveit then.Everytimethechildcanbemadetocometogrips withhisownprobleminplayheshouldbeencouragedto doso. However,uncoveringaproblembeforehecansolveitmay bedefeating,discouraginghiseffortandperhapscreate selfcondemnationand/oraguiltfeeling,allofwhichtend tohamstringhiseffort. Insolvingaprobleminplayachilddoesnotwanttobe toldtheanswerbutsteered,althoughhemayneverneed tobehelpedthus,tohimselfgettingtheanswer.He wantsnometiculousexplanation.Steeringthechildmust notresultinthechildbecomingreluctanttoask questionsforfearofgettingmeticulousanswers.Whenhe asksaquestion,however,hemustbetaughttolistento answers. KiplingsRickiTickiTavyisanexampleofcuriositybeing satisfiedthroughtheprocessoffindingout. Tostimulateeffortinproblemsolving,andtofindoutfor themselves,childrenareofferedrewardsandpenalties, honorrolls,givenoveremphasizedpraise,etc.,even emblemsandprizes.Insuchsituations,ascertain childrendiscovertheirlimitationinvariousactivities, thosewhohavelittleornochanceforsuccessrespond

negativelytothistypeofstimuli.Forthese,aswellasfor thosewhorespondpositivelyandhaveability,interest andsatisfactionintheproblemsolvingprocessisdiverted bytherewards,etc.Defenseofthisuseisthatitisspur toeffort.Thequestionis,doestheuseawards,emblems etc.,directthechildrensefforttosolvetheproblemsorto thewinningoftheawardsandprizes. VariantElementsinPlay (a)PlayandIntrospection Intrueplaytheplayerisunconsciousofpersonalvalues althoughhemaybecognizantoftheovertaspectsofhis behavior.Heknowsheishavingfun;knowshehas improvedhistechniqueinshootingmarble,doeshitthe markinthrowing,andsoon. Thisissubordinatetospontaneousplay.Thereisno introspectionforeitherchildoradultandtrueplay experiencedoesnotneedsubsequentintrospective evaluation,atleastnotuntilconsiderablematurityhas developedandtakenplace. Whenachildmakesagoodplayandexpresseshis satisfactionbyecstaticallyclappinghishandsorwhenhe exclaimsgoodformeitisanobjectiveclimacticincident intheculminationofhissuccessfulplay,notan introspectiveevaluationwhichwoulddiverthis absorptioninthegame.

Intheprocessofplaying,thechildisexperiencing developmentbutheisnotcognizantofthefact,thoughhe objectivelyexpressesit,norshouldhebemadeconscious ofitbyintrospectionforintrospectiondestroysthespirit ofplayanditsgreatestvaluevisibilityorthe dispositiontolaugh.Playiscontrarytointrospection.In playing,theplayersaremerelyhavingfunandshould neverbemadeconsciousofwhatplayisdoingforthem. (b)RepetitionandSkill Repetitionofanactivityorinaplayactivityisneededin childrensplay.Skillsareproducedbyrepetitiousaction ratherthanbyvariety.Intherepetitionofanactivitythe childisnotbecomingregimentedbytherepetitionbut ratherisbecomingadaptable.Thechildexperiences delightbyplayingsomethingoverandoveragain,forthe playingisnevertwicealikebutisthegamegeneral pattern.Astheplayactivityisrepeated,thechild becomesmoreskillfulandisabletoutilizethe opportunitiesintheplaysituationmorecompletelyand competently. Skillsutilizedinplayarenotanendinthemselvesbut rathertheyareassetscontributingtothepersonsability todowhathewantstodo.Forfullvalueskillsshouldbe developedintheprocessofuse.Inplayactivitiesskills aredevelopedinwholebodyplayandcanbeusedand controlled. Itisquitepossibletoacquireskilleitherbyselfinitiated

practiceorbypracticeasdirectedbysomeoneelse withoutacquiringinsightintothebroaderapplicabilityof theskill.Theskillthusacquiredthentendstobeanend initselfandhencetohavenomeaningoutsideofthetype ofsituationinwhichitwaslearnedandtohaveno meaningastoitspotentialpracticalvalueindissimilar situationsandassocialresource.Apersonhighlytrended indomesticartsandsciencemaybelimitedinscopeto thepracticeofhisskillsassetupbythesituationin whichtheywerelearned. Repetitioninplayactivitiesisessentialtogettingmore valuefromthem.Bybothrepetitionandvarietyinforms ofplaytogetherwithfreedomandorder,playersprogress indepthandexpansion,aswellasskill,eachinhisown way.Also,whatmaybecalledpersonalityorcharacter attributesbecomeincreasinglystabilized. (c)PlayandRegimentation Letusnotethedifferencebetweenregimentationand spontaneityinplay.Regimentationistellingtheplayers howtosolvetheprobleminthesituationandhowtoact intheprocessofplaying.Spontaneityislettingthe playersfindthewaytoplaywithintheframeofreference andhowtosolvetheproblemintheplaysituation themselves[GS14][GS14]. Spontaneityisawellspringoffreeselfinitiatedaction anditworkswondersinhumanbeings.Whenyougeta stimulatingsituation,suchasaplaysituation,alongwith

freeaction,potentialitiesareactualized.Anatmosphere thatinvitesspontaneityandfriendlinessiscurativeas wellasdevelopmental. Livinginthemodernworldrequiresavarietyof resources,butifacquiredunderregimentation,tendto restrictoriginality,creativityandintelligence.When, however,theresourcesaredevelopedinthesocialprocess ofeverydaylivingtheytendtocontinuetobe spontaneousandvariedinrelationtotheoccasionin whichtheyoccur. Similarly,resourcesdevelopedintrueplayareunlikelyto beregimented,althoughplayactivitiesthemselvescanbe madesobyrigidteaching.Rigidityisalwaysablockto originalityandprogressbuttheconstructivespontaneous employmentofresources,howeverlimited,tendstocreate progress.Whenthereisregimentationplaygiveswayand thereislittlepossibilityofthevaluesofplayemerging. Toooftenthereisregimentationinplay.Adultscounter withthecomment,Thechildrendohavefun.Thisfun underconditionsofregimentationisalltoooftennotfun butoverexcitementexpressedinyelling,notlaughter. Neitherexcitementnoryellingisobjectionableon occasion,butforthemtobecomethemeasureofplaymay defeatthemoreimportantvaluesofplay. Childrenhavetherighttobehaveaschildren.Young childrentrainedintherightwaytodoverymuch everything,guidedanddirectedindetail,areprevented frommakingchoices,judgingwhethertodothisorthat

andhowtodoit.Forchildrensorearedthereisonlyone way,theparentsway.Itdeniesthechildtheexperience ofmakingdecisions. Teachingachildhowtobehave,usuallybyverbal instruction,resultsinteachingthechildthewayto behaveandisinfacttakingpossessionofthechildand dictatingthefinishedformofbehavior.Suchchildrenare oftenspokenofasbeingbeautifullytrained.Such trainingcreatesmentalrigidity.Youngchildrencanbe madetoacceptsuchtrainingasifitweretheonlywayto behave,butitleavesthemillequippedinoriginalityfor solvingtheirproblems,ormakingjudgmentsandacting uponthem,therebytestingtheirjudgment. Whenachildisbeautifullytrainedheisalsoinhibited. Safeguardssetupagainsteverypossibledevianceor dangerandimposedbyothershoweverlovingly,however welltaughtintheprocessoftrainingthechild,willdeny thechildtheexperienceofdealingwithsituations accordingtohisownjudgment,makingchoicesand actinguponthem.Whatachildneedsisavarietyof stimuluspatternsandtodevelophisownwayinthese situations. Inaddition,rigidityandregimentationinteachinga child,preventstherevelationofobjectionabletraits. (d)PlayasCreativeActivity Originalityisanessentialcharacteristicofcreativity

whateverthemediumofexpressionmaybe.Someforms ofplayarewhollycreatedbtheplayers,suchasplaying house,playingoutfamilyandcommunitylife,stores, church,school,circus,etc.Suchplayisbasedon experiencealwayswithsomeoriginalityasoccurred whenaministerssonplayinghousewithhissisterswas askedtosaytheblessingafterthetablehadbeenset withalargetomatoinabedofleaves.Hebowedhishead andsaidwithgreatsolemnity:Ohgreatandmighty potentate,wethanktheeforthislargetomatotate. Thisplayinwhichthechildisthecreatorandproducer appearsinvariousforms,thesimplestofwhichis emulatingthecatforinstance,lappingmilkasthechild hasseenthecatdo,limpingashehasseenthelame personlimp.Itmaybeaformofimitation.Itisan indicationofanintroductoryeffortofthechildsdesireto understandandreproduceinplayortogetthefeelofthe thingheobservesanothertodo.Thechildmaynotyet haveasufficientcommandoflanguagetoaskwhats that?orhowdoeshedoit?eventhoughhetriesto understanditbygesturalaction. Imaginativeplaychangesgraduallytomorerealisticplay. Inselfcreatedplayachildisfreetoincludewhatever comestohismindandoftentoprovideimaginatively whateveraccessoriesheneedsTheyoungchild,possibly underfiveyearsofage,playinghouseshouldmakeher owninterpretations.Ifthechildchoosestopourteafrom animaginaryteapotorwhateverisathand,nocomment needstobemade.Thechildcarriesforwardwhathehas

achieved.Theseacquisitionsarenotpreservedassuch butareassimilatedandgrowinprocessintosomething moresuitablefortheindividualsadvancement. Theselfinitiatedplayofchildrenmaybecapriciousand confinedtomeagerlydevelopedincidentswithno apparentconnectionbetweenthem.Thisformofplayis generallyconsiderednormalforchildrenunderthreeor fouryearsofage.However,theplaysituationthatismore conducivetothecreativepsychologicalparticipationof olderchildrenisoffargreatervaluethanthatwhich permitsthemtocontinuecapriciousplay.Incidentally,it maybesaidthatmereaimlesscapriciouswhileitmaybe ofvalueinrelaxingtensionsisnotplay. Inselfcreatedplayitisnotunusualoftheindividual childorgroupofchildrenplayingtogethertodevelop theirmainpurposeeventoaconsiderableextentand thentobecarriedawaybyasubordinateincidentand therebyunwittinglydeserttheirmainpurpose[GS15] [GS15].Itappearsthatinsuchacase,anindividualor groupissweptimaginativelyoffthemainpatternor purposebythesatisfactiontheyaregettingorenvisionin regardtothesubordinateincidentwhichmayleadto creativeadventurethoughnottologicalbehavior. (e)CooperationinPlay Cooperationisinherentinmanyplayactivities particularlythosewhichinvolveinteractionamongthe players.Thiscooperativebehaviorinaplayactivityis

motivatedbytheconceptionofthewholenessoftheplay activityandthesatisfactionofthewholetoallthe participants. Cooperationinplaycanbedevelopedbytheplayer experiencingthesatisfactionthewholeactivityaffords. Experienceinrealizingthesatisfactionofthewhole makescooperationessentialeventhoughcompetitionis oneofthefactorsintheactivity. Everyparticipantindances,drama,groupplayactivities, andgamesassumestheroleheseesasnecessarytothe satisfactorycarryingonoftheactivityasawholeand whathedeemsishisparticularresponsibility.Thusthe moreabledancershelpthelessable,actorsinthedrama givefellowactorsopportunities[GS16][GS16],andplayers ingamesdolikewise.Becauseofthiscooperativecarrying onoftheactivityasawhole,alltheparticipantsgetthis experienceofsatisfactionfromtheactivity.Whenhuman beingsofwhateverageanddegreeofintelligenceengage inactivitieswhichrequirecooperativeinteraction,they alllearnfromoneanotherandmorefromtheleader, workerorteacherwhoisalsoacooperatingmemberof thegroup. (f)PlayandEmulation Emulationisoneofthecommonhumanbehavioral tendencieswhichcanbemorereadilyevokedinplay activitiesthaninacademicsubjects,andhowever develop,thesetendenciesbecomeresources.Emulation

takesplaceintheplayofhumanbeings,children,youth, andadultsaswell.Ittakesplaceingamesandother socialactivities. EmulationasdefinedinpartbyWebster:Theexecution ofanactsupposedlyasasdirectresponsetothe perceptionofanotherpersonperformingtheact;tostrive toequalorexcel;toimitatewithaviewtoequaloroutdo etc. Emulationpresupposesastimuluspattern.Aplayful stimuluspatternisconduciveandalsoessentialto playfulresponse,especiallyforyoungchildren.Fore example,anAmericanteacherdemonstratingformsof playwithFrenchchildrenfromthenurseryschoolageto nineyearsfinishedademonstrationwiththeyoungest groupbymakingachallenginggestureandsayingyou cantcatchme.Shestartedoffrunningaroundthecourt withthewholegroupofchildrenfollowingandlaughing. Thechallengingofthechildrenindividuallywould probablynothaveevokedsucharesponseinsomeof them,neitherwouldtheyhaverespondedsojoyouslyto anunplayfulverbalsuggestionthattheytrytocatchthe teacherorthattheyallrunaroundthecourt. Emulationalsopresupposesadegreeofskill.Achild acquiresaskillandretainsitinanorganismasawhole correlationofmuscularmechanism,feelingsof satisfaction,intelligence,etc.Thisorganismasawhole functioningmaybesaidtocreatepsychologicalconditions whicharefavorableorevenconducivetomental

developmentandmentalknowledgeandthinkingbeyond thelimitationsofthesensesandmentalproductivity. Forexample,whenagroupofnurseryschoolchildren betweenfourandfiveyearsofagelearnedtojumpropein thetempocommontothatofolderchildrenandinthe beginningchantedrhymestheyhadlearnedfromthe olderchildren,theirformofplaywasevokedbythe stimuluspatternprovidedbytheolderchildren.While theysoonbegancreatingtheirownrhymes,these childrenoriginatedneithertheropejumpingnorthe rhymemaking,rathertheywereexposedtosuchstimulus intheirneighborhoodsandemulationoccurred.Toevoke emulationobservationoftheprocessisnecessary.Were onetobypassthisemulationinjumpingropeandinduce childrentocreaterhymesinperfectmeterapartfrom jumpingorsimilarwellmarkedbodilyrhythmic movement. Ashasbeenstatedpreviously,emulationpresupposesa stimuluspattern.Itdoesnotspringfullorbedinthe child,itisincubatedinpurposeandresponseinkindin infancyandnurturedinchildhoodplayinpositiveand creativetreatmentofplaythings,andinfriendliness amongplaymates.Whenemulationoccursinplayor othersocialactivity,theoverbehavioroftheoneislikely toarisespontaneouslyandnaturallyratherthanas exhibitionismofprowess.Itservesasastimulusforthe otherswhodonotcopybutvoluntarilystrivetodo likewise.Behavioralexcellenceprovidesstimulus patternswhichareappropriateforevokingresponseno

lessexcellent. Perhapsthebestvalueofemulationforboththeinitiator andtheemulatorliesinthefunandselfdetermined disciplineasitoccursforbothintheirvoluntary exploitationofanactivitytotheirfullcapacity.The emulatorwhoneedsneithertoequalnorexcelthe initiatormaygetsatisfactionandbenefitevenofdoingno morethanmakingprogressorputtingforthefforttothat end. Emulationhasspecialsignificanceforthegrowthand developmentofthechildaswellashiseducation.Itcan beevokedinmanychildrensimplybytheirobservingthe achievementsofanotherespeciallyifthechildrenare moreorlesscloselyandcontinuouslyassociated,andif thedemonstratedachievementiswithintheirpotential capability.Thusoneskillfulrolypoly,anOLearyplayer, aropejumper,orballplayer,mayserveasastimulusto thewhilecommunity.Infact,inselfdetermined emulation,theoriginalstimulusislikelylostsightofand, havingmadeabeginningalongwiththeothers,the emulatormayprogressonhisownpowerinthesolitude inthepracticeofaskilleitherindividuallyortogether withothers. Thereisadifferencebetweenemulationandcopying.The differencewasillustratedintheteachingoftwogroupsof children.Oneteacherlinedupeightgirlssidebyside. Thegirlswereapproximatelytwelveyearsofage.The teacher,aplayleader,taughtthemaseriesofrope

jumpingpatternsbyherselfdemonstratingslowlyandnot tooskillfully,patternswhichthegirlscopiedwithoutthe usualchantingofrhymes.Anotherplayleadergathereda groupofchildrentogetherandstartedthemsinginga familiarsongwhileshedemonstratedavarietyofplays withaballinrhythmwiththesong.Shethengavethe childrenballsandjoiningthemkepttherhythmofthe songstablelettingthechildrenexperimentincreating theirownplays.Obviouslytheropejumpingprovidedno incentivefororiginalityandcreativity,simplyimitation, whereastheballplayingprovidedforcontinuousand variedbouncing,tossingandcatchinginterspersedwith clappingthehands.Everychildwasleftfreetocreatehis ownplaywithemulationofothers. Afifthgradeteacherinapublicschoolunderstandingthe valueofemulationandbeingabletoplaytheharmonica firstplayeditskillfullyonseveraloccasionsforthe childrenofherclassroomandsubsequentlyexplainedand demonstratedforthemthetechniqueofplaying.Shethen suggestedthatthosewhowouldliketolearntoplaythe harmonicausepartofthemiddaylunchperiodunder herinstruction.Thechildrenandtheteacherdecided thatassoonasachildeexperimentallyworkedoutatune correctlyandhelpedanotherchilddolikewisehewould thenbecomeabonafidememberoftheHarmonicaClub andbepermittedtowearthepinwhichcamewiththe harmonica.Fortyfivechildrenearnedmembershipinthe clubandbecameaharmonicaband. Emulationisasocialproductproducedonlyinsocial

association.Playactivitiesinwhichplayersplay indivudually7oringroupsinvolveaninteractiveprocess inwhichemulationisapersonalinfluence.Playersare challengedbythedemonstratedabilityofothersand measuretheirabilityagainstthatofalltheothers. Inaplaysituationwhatoneadoptsoremulatesfrom anothersplayexperienceisinrelationtotehendtobe attainedintheplayproject,ortheproblemtobesolved. Itisnotmereimpulsetoimitate. Forexample,thereisthecaseofEdithaboutwhoseearly schoolexperiencethereisnorecord.Edithresistedthe playleadersefforttoinducehertoparticipateinplay activitieswiththegirlswithwhomshewasassociatedin theclassroom.Shegavenooutwardevidenceofa responseinkindtotheplayleadersfriendliness.This friendlinesshadinfluencedtheothergirlseventuallyin emulatingthefriendlinessbyhelpingEdithtoclimbthe cliffs.Laterthegirlshelpedhertoplayballwiththem. Thusemulatingtheapproachoftheplayleaderthegirls succeededingettingEdithtoparticipateintheplay activitiesofthegroup. Thevaluesoftheachievementsofachildtootherplayers maybedestroyedbyextollingthechild,wholetalone mightevokeemulationofhisachievementsinothers. Extollingthechildmaycreatejealousyinsteadandmake himashowoffaswell.Givenspecialprivilegeorpraise mayevokeresentmenttowardshimonothersinsteadof evokingemulation.

CompetitioninPlay Competitionisalsoinherentinmanyformsofplay.The competitiveelementbetweentwoormoreplayersis inherentinallnonmusicalgames,eveninthoseplayed byyoungchildren,catandrat,hidthethimble,for instance.Onlygamesplayedbyteamsandathleticsports areingeneralconsideredtobecompetitive.Thereis nothingmaterialatstakeinaplayactivityinwhich competitionininherent. CompetitionasWebstertellsusistheActofseekingor endeavoringtogainwhatanotheristryingtogainatthe sametime.Thereneedbenoillwillincompetition;ina generalsenseitmaybesaidrathertobeanefforttoexcel oroutwitanotherconcernedwiththesamepurposeina specificfieldoractivity.Competitioninvolves interpersonalreciprocity,integration,groupmomentum andsoon,andmayfunctiondynamicallyandoften concurrently.Theseaspectsmaybeconceivedas symbioticallycreated,mutuallyactivatingandsustaining inrelationtoasynthesizingsituation,i.e.,theframework oftheplaysituation,agameforexample. Inplayactivitiesinwhichcompetitionisinherentthe elementofemulationmayalsobeafactor.Emulationis saidtobeemulationwithoutenvy;ambitionwithout jealousy,contentionwithoutanimosity.Toemulateisto trytoequalorexcel(aperson,act,quality,etc.)orvie with.

Emulationisastrivingtosurpassortoequalothers;it isbornofthecontemplationofanothersgreatness(or skill)andthedesiretooutdohim:henceitmaybe directedtowardthefollowingofonewhoisgreat;the resultofemulationmaybeoneoffeelingorattitude; emulationishonorableandcommendable. Competitionisamoreorlessgeneralwayofmeasuring achievementorabilityinanactivityorfieldofendeavor, oritmayinvolveareciprocalprocessofactivecontesting inachievingdefinedends. Competitionandemulationinthefieldofplayhavesome pointsincommon,oneofwhichistheplayersbeing challengedbythedemonstratedabilityofothers,and anotheristheindividualorteamtesting,ormeasuring, ofhisownabilityagainstthatofothers. Amarkofdistinctionbetweencompetitionandemulation inthegames,forinstance,isthatcompetitiontakesthe formofonemovebymove,eachplayertryingtogain advantageovertheother,ortheplayersoftwoteams tryingtodoso.Thepersonalcharacteristicsofthe contestantsaremutuallyinfluencedonthebasisof empathyandreciproactiveresponsiveness,ratherthan aimingtodevelopspecificattributes,developthemany elementsthatareusedalongwithcompetition. Competitionastheonlymotivationisonethingand competitionalongwithotherelementsasmotivesis another.Competitionmaybringoutpatternsofdifference

whichprovidestimulusappropriateforevoking emulationinobserversunderalmostanyconditions. Playactivitiesinwhichtheplayersplayindividuallyorin teamsinvolveaninteractiveprocessinwhichemulation isamorepersonalinfluence,lessunconsciousinboth demonstrationand/ortheemulator. Bothcompetitionandemulationareofinestimablevalue inobjectivelygainingaknowledgeofoneselfby comparisonwithothersandinthedevelopmentofwhat Riesman(inLonelyCrowd)mightcallahealthy combinationofinnerdirectedandouterdirected.This interpersonalcontestinplayisaprocessofmeasuring specificaspectsofonesabilityinrelationtothatof another.Thefactthatcompetitioniscounteredby cooperation,emulationandempathytendstoreduceits dominance.Whentheobjectiveofthecompetitionis carriedonwithinconcentricframesofreference,free fromrewardsotherthanthesatisfactionofoutwittingthe opponentintheperformanceoftheactivity,itisnotlikely tobreedillwillorjealousy.Inotherwords,illwillisno essentialpartascompetitionintheplaytakesplace. Subordinatetofun,competitionintensifiesbothfunand cooperation,butwhendistortedbyextraneousrewards forwinning,competitiontendstocreatethereverseofall positivepotentialvalue. Itmustbegrantedthatcompetitioncanbesoover emphasizedespeciallybystakesthatifceasestobeplay

andbecomesabattle.Itispossibletoinjectcompetition intoalmostanyhumanactivityandgovernedbyfair practices,itmayimprovesomeformsofproduction;butit canneitherbeinjectedintotheartsandnoncompetitive playwithoutcontributingtothedestructionoftheir essentialcharacter.Evenmaterialsymbolsandtrophies ofnomonetaryvalueinjectedlegitimatelycompetitive playactivitiesareextraneoustotheactivityandtendto contributetothedestructionoftrueplay.Inotherwords, whateverdivertstheartistorplayerfromhis spontaneouscreativitytendstodestroyit. Thereisnoaccuratewayofmeasuringtheperformance oftheartsandwhenevercompetitionisinjectedinto themitdivertstheperformerfromspontaneous creativity.Competitionintheartsoftencausesthe winnertooverestimatehistalentsanddiscouragethe loserandineithercase,tendstokillthetrueincentiveto creativity. Inplay,theplayerscompeteandexperiencefunand spontaneitywhenemphasisisnotplacedtooheavilyon thefinalwinningofthegameand/orontheexcellenceof theaestheticfactorsandexpression.Recognitionora prize,etc.,arewhollyextraneoustotheartsandmany playactivities.Externalawards,prizes,etc.,preventthe emergenceofthemoreaestheticnuancesofplaysuchas creativity,fun,spontaneitysentiment,andsoon,but rathertendtocreateillwilltowardscompetitors,andthe determinationtowinbyfairmeansorfouloftenleadsto hatredandbrutaltreatmentofthewinnersbythelosers

aftertheactivityisover.Themereoveremphasison winningincompetitivegamesplayedbyschoolchildren createsillwillandoftenthecompetitivegamesbetween twoteams,eachfromadifferentarearesultsinfights betweenthewinningandlosingteams. Overemphasisoncompetitionandparticularlythe providingofprizesorrewardsofthewinnersreverses thegoodwillwhichcharacterizesplayfreefromsuch conditions,playinwhichexcellenceisacclaimedby goodwill.Thepolicyofoveremphasizingcompetitiontends tomakemoreandmoreofaplaceforthosewhoexceland lessandlessofaplaceforthosewhofail.Thisselective processinevitablydiscouragestheminority.Underanon competitive,cooperativepolicyallcanbeencouraged includingtheexcellentminorityandapprovalgained withoutincurringtheillwillofthecompetitorsandnot detractingfromthefunforall.Overemphasisonthe excellenceofsomemayresultinegoism. Winningmaybesaidtobeanimportantelementinall competitivegamesanditmaybedominantinasituation withoutbecomingafixedcharacteristic.Someonehasto win.But,fixedcharacteristicsinregardtodominanceor suchasexcellingorwinningcansubordinatemore desirableormorevaluablecharacteristicsandgive directiontothewholecharacterofapersonandcanaffect suchformsasgenerosityorselfishness.Competition differsfromwinninginthatitisaprocessoftheplayers outwittinganotherwhereaswinningiscenteredonthe finish.Experiencehasshownthatateamoran

individualwhohasdevelopedfixedsatisfactionof genuineplaywithoutoveremphasisonwinningis unlikelytobedominatedbywinning. Theinsertionofcompetitioninnoncompetitiveplay activitiestendstocommercializeandprofessionalize activitiessuchasskating,swimming,andamateursports aswellastheartssuchasdramaandmusicinwhich emulationand/orcooperationotherwisemighttakeplace spontaneously.Ontheotherhand,confiningplaytoo largelytononcompetitiveactivitiestendsamongother thingstodestroyemulation,strategyandtheadventure ofmakingjudgmentsandactinguponthem.Thus behavioressentialtodevelopmentandcharactermaybe preventedinafaultynoncompetitiveprogram. Oneofthegreatestvaluesofallplayactivitiesliesin theirpotentialsforbringingpeopleintofunproducing groups.Competitionmayintensifythefunordestroyand distortvaluesinsuchactivities.Thecompetitiveelement innoncompetitivesocialassociationorgroupstendsto defeathappyrelations.Forinstance,aprogrammaybeso plannedthatvariousgroupscontributetoacommon program,eachendeavoringtoofferitsbestforthe enjoymentofall;ortheprogrammaybeconfinedto competitioninsports,music,etc.Prizesofsomevalue maysharpenthecompetition. Asanexample,asmallgroupofmenandwomencame togetherinapublicrecreationcentertoplaycardsand thereportoftheirenjoymentbroughtanincreaseof

membersuntilthegroupnumberedoverfifty.The competitioninherentinthecardgamesonlyaddedtothe fununtilprizeswereintroduced.Inthebeginningthe prizesaddedzesttotheplaying,butlatertherewas criticismregardingthedifferenceinmonetaryvalueand alsothepurposeofwinningsupercededtheenjoymentof playingtogether.Eventually,thewholegroupwas completelydisorganizedandunfriendlyrelationswere createdamongthemembersincludingthosewhowere neighbors.Solongastheinherentcompetitioninthe gamewasgivenitsplaceinrelationtootherfactorsit contributedtotheenjoymentoftheplayersanddidnot bringintoprominenceeitherthebestorthepoorest players,buttheprizes,afactorextraneoustothegame notonlydestroyedthefunvalueofthegamebutalsothe friendlyrelationsoftheplayersentirelyoutsidetheplay situation. Selectingplayersfordesiredrolesinplayactivities competitivelymayaffectlosingcompetitorsadversely. Inferiorityinonemajoractivityasjudgedbyones contemporariesmayhavetheeffectofdefeatingeffort necessaryforsuccessinothers.Forexample,acarefully rearedhighschoolgirlmakinggoodgradeswasa competitorfortheleadingroleinaplay.Therolewas giventotheothercompetitor,thedaughterofasocially prominentfamily,manythoughtunfairly.Thedefeated girlapparentlylostfaithinhonesteffortandtheteacher anddriftedintopayingthepriceforhavingagoodtime. Shemighthavemadegoodinanotheractivityhadshe notbeenexposedtocompetitiveselection.

CreativePlayWithEquipment Thechildsearlyexperience,hencehiseducation, includeshisdealingwithobjects,thereforemakingthe selectionofplaythingsimportant.Weneedtobe concernedwiththesignificanceofthechildsabilityto translatehisexperienceineverydaylivingandplaying intosymbolicformsotherthanprinciples.Childrenare likelytobeattractedtoworthlessbaublesandtoysfor whichtheycannotdevelopsentimentandwhichtheyare likelytodestroybecausetheseleadonlytotemporary satisfaction.Thisleadstofrustrationandtendsto developdestructiveness.Viewedfromtheeducational pointofviewanimportantessentialofplayisnotonly lackingbutaharmfulcounterfeitissubstituted. Apparentlythemoresensitiveandthegreaterthe intelligenceofthechildthemoreharmfulsuch experiencebecomes. Playequipmentandtoyssuchaslocomotives,moving devices,climbingapparatus,jumpingaccouterments,etc., tendtolimitplaybehaviortoagreaterdegreetoreflexive functioningandtoofferlessscopeforpsychological functioningthandomoredramaticformsofplay. However,thedramaticmaybreakthroughthelimitations oftheformerasisevidencedbythymeseithercopied fromothersorcreatedspontaneouslybychildren,asin jumpingrope.Thedramaticformsofplaylinkedwith playequipmentbringvaluesnotalwaysconnectedwith playwithequipmentassuch.Forinstance,copyingeach

othersrhymesinjumpingropecreatessocialties whethersuchcopyingisdoneconsciouslyor unconsciouslyandregardlessofthecontentofthething copied,providedtheattitudeofthechildrenisfriendly. Inplayactivitiessuchasplaywithequipmentandtoys, thematerialthingscannotreactdynamicallytothe childstreatmentofthem.Theindividuatedexpressionof thechildbymeansofhisplaywithtoysandthings,etc., oftenemployedindiagnosismerelyrevealsthehidden problembutdoesnotsolveit. Atypeofplaywhichknocksdownwhatachildbuildsis destructiveandcanresultinahabitualdestructiveness inthechildsplay.Knockingdownwhatthechildbuilds doesnotleadtothebuildingofbetterhouses.Thechild shouldplaywithwhateverhemakeswithhistoys.Lack ofsatisfactionwithwhathehasbuildmayleadtohis doingitoverbutnotsimplyknockingitdown. Destructivetreatmentofplaythingsiscataclysmic behavioranddoesnotleadtobetteruseandmore creativity.Thechildneedstoappreciatehisowneffortsin playingwithhistoys. Achildsplaythingsandotherstimuluspatternsinthe homeandenvironmentcanprovideavarietyof progressiveexperienceasawholewhichmakethe beginningoflogicalthinkingandexperienceofprofound importanceasabasisofscientificintelligence.Fore example,achildwhopileshisblocksoneuponanother

withtheexpectationthattheywillstandandfindsthat theydonotandthenexperiments[that]untilhesucceeds isdealingintelligentlywithmechanicalstresscould contributetohisabilitytoplaninhighlyabstract symbolicformablueprintforabridgeorotherstructure. Eventhoughnosuchdevelopmenttakesplace,hiscause effectexperiencewithhisblocksisanexperiencein intelligentmentalbehavior. Thematerialplayequipmentofchildrenshouldstimulate curiosity,constructiveactivity,manipulation,and inventionbutshouldnotpresenttoomanyproblemsorbe toocomplicatedfortheirsuccessfulexperimentation.For childrenbetweentheagesoftwoandfour,thisisthetime whenthechildsownbodilymechanismdevelopsrapidly, hencehisneedforplaythingsonwheelssuchaswagons, bicycles,dollbuggies,trains,etc. Valuableasimaginativelycreatedformsofplayarein comparisonwithorganizedgamesanddramatized stories,theylackcertainimportantvalues,thegreatest ofwhichwouldseemtobethedisciplineofsolving problemswithinadefinedframeofreference.In spontaneouslycreatedplaysituationstheplayersupon conditionandyettheindividualmaybeleftfreetocreate hisownrolesspontaneouslywhilestillconformingtothe patternofthewhole.Inplayingfamilyandcommunity life,suchasofthewhole.Inplayingfamilyand communitylife,suchasplayinghouse,school,church, store,etc.,theframeofreferenceisonlygenerally indicatedandtheindividualisleftfreetoactwithonly

generalreferencetothenatureoftheundertaking. Ashasbeensaidelsewhere,theselfinitiatedplayof childrenmaybemerelycapriciousandconfinedto meagerlydevelopedincidentswithnoapparent connectionbetweenthemandyeteachincidentmayhave theessentialsoftrueplayandbeimaginativelycreated. However,thetypeofplaythatismoreconducivetothe creativepsychologicalparticipationofolderchildrenisof fargreatervaluethanthatwhichpermitsthemto continuewithcapriciousplay. Acreativeactivitysuchasplayinghousebygroupsof childrennecessitatessomeorganization.The organizationofacreativeactivitycanbeoftwogeneral sortsoneinwhichtheorganizingmediumisideational andpermitsexpansionwithinconceptand/ortheconcept andrelatedideas.Theotherisachievedbypersonal powerorauthority. Forexample,whenapproximatelyfifteengirlsbetween threeandtwelveyearsofagebeganplayinghouseby markingoffthreefootsquaresonthefloorforindividual families,theleaderusedtheideationalapproachtohelp themorganizetheirplay. Afewchildrenhadalittlehousekeepingequipment whichtheybroughtbutmostofthemhadnoneandnone wasprovidedbythepubliccommunitycenterexcept smallchairswhichwereavailableandcouldbeusedas tables.Theleaderprovidedpaperandscissorsand

suggestedthatthechildrenmaketheirowndishes. Inthechildrensownhomestherewaslikelyalwaystobe ababysotheleadercutoutpaperbabies,clothedthemin apapernapkinandgavethemtothemotherswholoved babies.Themotherswerefairlywelloccupiedwiththeir housekeepingbutthechildrenhadtoolittleofinterestto occupythem.Theteacherconferredwiththemothersas towhatthechildrenmightdoandquitenaturallythey suggestedschool.Allthechildrenweresenttoschool.The leaderexpectedandgotorderandparticipationin singing,dancing,andlearningtocount,marking,etc., fromeventheyoungest.Theolderoneswererequiredto readfromwhateverwasavailable.Later,ablackboard wasprovidedfortheschool. AsthisplayinghouseonSaturdayafternoonincreased inpopularitytheattendanceranapproximatelybetween fiftyandseventyandincludedasmallminorityofboys betweensevenandnineyearsofage.Inthiskindofplay, boysareoftenneglected.Boyscanhaveapart;playroles asstoredeliverymen,fathers,etc. Theleaderinstantlyopenedafactoryandhiredfathers tomakepaperhouseholdequipment.Sinceitwasnot thenusualforrealmotherstoworkinfactoriesonlysome oftheoldergirlsbutnotanyofthemotherswerealso hired.Thefactorynecessitatedatimescheduleinthe homeofthefamilies.Theleaderstruckthehouronthe pianofortheworkerstogotothefactoryandthechildren togotoschoolandagainatnoonwhenbothwenthome

forlunch.Afterlunchbothreturnedtoworkandschool respectively,thelatterunderanewteacher. Afterafewweeks,moreboyscameandtheleadertalked withseveralofthemaboutthestoresthatwereneeded.A grocerystoreandacoalpeddlerwereestablishedandthe latterwasequippedwithahorseandwagon,threeboys makingthewagonandonethehorse.Onemankepta grocerystorewhichwassimilarlyequippedfortaking ordersanddelivering.Whilethesewerenotfamiliar functionsintheircommunitytheyaccepteditandatonce wentabouttakingordersasdidthecoalman.The commoditieswerewhollyimaginativeaswasthemoney buttheteacherinsistedthatthemothersandtheorder takersrememberpreciselywhatwasorderedandthatthe mothersrefusetotakewhattheyhadnotorderedand thatthedeliveryboysrectifytheirmistakes.These exactitudesgavedignitytothetransactionswhichthe childrenliked. Theleadervisitedtheschool.Shetooktheroleof principalandwaseagertobeshownthechildrensability. Hervisittothefactorywasastheownerormanagerand tothehomesasavisitingnurse.Intheseroles,theleader couldsuggestchanges,improvements,anddiscreetly showappreciation.Theimprovementintheproductionof householdgoodsandequipmentwasbroughtaboutby demonstratingthewaygobletscouldbemadefromtissue paper. Childrendoneedhelpinorganizingtheirresourcesin

play.WhenthePolishchildrendramatizedcommunity life,thehometheschool,factoryandthegrocerstorethe leaderhadtosuggesttheseelementsandorganizethe childrenonthebasisofthemeaningfulnessofthe particularactivityfortheindividualandhisgroupandto keepthegroupsinmeaningfulrelationtoeachotherand tothewhole.Dishesmadebythefactoryworkershadto beneededbythehomemakingmothers.Theschoolhadto teachertheyoungestchildrenandtoassignworktothe olderones.Thestorekeepershadtotakeordersforgoods andthemothershadtodotheorderingandbothhadto remembertheorder.Themotherhadtorefusethewrong orderandthedeliverymanhadtoexchangeitatthe storeanddeliveritthehome.Themethodusedandthe organizationoftheactivitywasasfollows: Thequestionmaybeaskedhowcouldthiscommunity activitybecarriedoninasingleroom?Eachhomewasa 2or3feetsquaredrawnonthefloorwithchalkwitha smalltableorchairusedasatable.Someofthemothers broughtbitsoffood,achair,scissors.Constructionpaper andcoloredcrayonswereprovidedforallfactoryworkers. Theschoolhadalargeblackboard,whitecrayons,and chairs. Onlythechildrenbetweentwoandfourweresentto schoolunlessanolderchildhadtohelpayoungerbrother orsistertoadjusttotheschool.Whentheattendancein thewholegroupwasapproximatelyfifty,theactivities couldbekeptgoingbytheworkergoingfromgroupto groupmoreasavisitorthanaleader.

Whentheattendancewentabovesixty,theoverflow childrenwereprovidedwithgames,equipmentand playedinthecorridor,theworkerjoiningthemlong enoughtointroducesimplegamesatintervals. Alargegroupofchildrenislikeaheapofbuilding materialswhichmustbeorganizedintoahouseorbe misusedandwasted.Childrencanbeorganizedand structuralizedintheirplayintoameritoriousfunctioning unit. SomeagerweretheresourcesofthePolishchildren playingcommunitylifethathadtheynotbeenso organizedbytheworkertheindividualunitscouldnot havesustainedthemselves. TheoryofTransformation Alllivingorganismsareinfluencedbytheirrelationsto theirenvironment.Wildcreaturesplacedin domesticationwhetheritberepresentedbythehuman kindortheirownkindoramixtureofthebothorother typesofanimals,undergochangeintherelationtothe generalcharacteroftheenvironment.Justhowthese changesarebroughtaboutwedonotknow. Weareallinfluencedbyourenvironmentbutwetendto distinguishbetweentheindividualelementaandthe meaningofthemultivariouselementsandtheirmutual influenceaswellastheirsusceptibilitytointelligent

integrationbythepersonexperiencingtheprocess.The childnodoubtgivesattentiontosingleobjectsinhis environmentandeventsbuthealso,bymeansof intelligenceandoriginality,correlateshomogeneous elementsintomeaningfulwholes. Itisgenerallycharacteristicofthehumanbeingtorelive throughmemorydynamicpastexperienceimaginatively andalsototranslateortransformthemthroughthe writtenorspokenlanguage,throughpaintingapicture, andthroughplay,andotherwisetransformthe experiencesymbolically.SusanneLangersays: Thefactthatthehumanbrainisconstantlycarryingon aprocessofsymbolictransformationofexperientialdata thatcometoitcausesittobeaveritablefountainheadof moreorlessspontaneousideas. Afountainheadmayliedormantorsendforthonlya trickleforyearsandwhenitisopenedbyliftingtherock thatblocksitsflowitcaneitherbeallowedtowasteitself bysinkingintothegroundorrockyhillside,oritcanbe pipedtothevillagebelow.Itisquitepossibleforthe mentalfountainprovidedwithappropriatestimulusto spoutamentalstream.Practicalexperienceappearsto showthatforthemassesofinfantstheflowisnotself startednordoesitcontinuewithoutastimulating environment.However,apparentlythedeadened conditioncanbesparkedandgivenimpulsefor expression.

Translationofexperienceisanexpressionofgreatvalue, acreativeoriginal.Byrepeatedsocialexperiencein whichtheindividualidentifiesspecificelementsof behaviorinavarietyofsituations,hetendstogeneralize. Thatis,heabstractsfromtheexperiences,organizesand createdortranslatesintoideas.Eventhoughthechild haslearnedtotalk,hisvocabularywillbetoolimitedto expressinwordsallthatheisreadyandwishesto express.Neitherisheabletoorganizeallhisexperiences overtlyandthereforehemaynottrytoexpressitwithout somestimulus.Playhelpshimtranslateandexpresshis experiences. Thechildsortsoutimpressionsandmemoryofwhatis pertinenttotheideaheproposesandproceedsto telescopeandtransformhiseverydayexperience,possibly widespreadintimeandspace,intoacombination,an ideationalandimaginativeforminplay.Oncecan speculateasonethinksheobservestheeffectofsuchplay onthechildwhoappearstoevinceirradiantdelightin theprocessandwithalapseintimeasthissettlesintoa pleasantmemory.Thechildexperiencesdelightin playingthisoverandoveragain,nevertwicealikebutin thesamegeneralpattern. Inthisprocessthechildtransformswhatheseesgoingon aroundhimperhapsoveralongperiodoftimeorasa vividsingleexperiencesuchasajourneybyrailroad.He reorganizesinclosesequencetheeventsofthepastby whichhetellshisstoryasherelivestheexperienceto himself,evenastheadultmaywriteitinhisdiary,orin

anovelorincreatingadrama. WhenWagnertransposedNorseMythologyinGrand Opera,theworldaccepteditasagreatartistic achievement.Whenayoungchildtransposesthe commonplaceexperienceintodramaticplayformitis passedbyasinsignificant,onlyakindofplayhewill soonoutgrow.Transpositionofthecommonplaceinto imaginativeandpoeticformnotonlyadvancesthechild beyondthelimitationofsensoryexperiencebutprovides thestimuluspatternforcreationandexpressionofthe purelyimaginative.Adequatelystimulatedthiscreative behavioriscommontoyoungchildrenandcanhaveits beginningsinsimpleforms. Thetranslationofexperiencegoesonina[sic]worldina largescale.Theyoungchildplayinghouseisa demonstrationofwhatmightbecalledfreetranslationof homelifeandofsynthesizingtheroutinesoffamilylife andthedisparateincidentsheexperiencesinthefamily. Thechildseeshousekeepingactivitygoingonand transformsitbyaprocessofselectionandorganization intoplayinghouse,caringforthebaby,orwashingthe dishes.Hemaytellwhoeverispresentwhatheenvisions isgoingon.Therearemanypossibleincentivesforsuch communication.Whenwehavehadaninteresting, meaningfulorexcitingexperiencerelivingand/orsharing itwithothersissatisfying.Suchtranslationofan experienceintoplayisoftenspokenofasimitationbut thisisamisconception.Fromearlychildhoodthe individualistransformingobjectsintosomethingelse.

Anythinghecanhaulbyastringbecomesapeddlers wagonormerelyawagonandhimselfthepeddleror somebodywhohaulswhateverhisimaginationand experiencesuggests. Thetransferringofoneexperienceofonekindinto anotherformischaracteristicofchildrenwhoknowhow toplay.Forexample,Paulattheageoffifteenmonths, hadaconcentratedrecentexperienceonatraintripand wasintelligentenoughtoorganizeitinplaywithvery littlehelp.Hewastakenonadaytimejourneyof approximatelyahundredmilesonarailroadpassenger train.Followingthisathomehemadeatrainbyplacing chairsinthediningroomandinducedhismotherto becomeapassengerwhilehebecametheconductor.One morningafewweekslaterhewasleftwithaneighbor whiletheparentstookcareofabusinessmatter.The neighbor,havingnoplaythings,satdownonthefloor withadeckofcards,someofwhichPaulpromptlyplaced inalonglineonthefloorbutwentnofarther.The neighborranhertwofingersswiftlyalongthecards sayingherecomesatrain.Paulimmediatelytriedto makehisfingersrunlikeatrainbutfailed.Onthe suggestionoftheneighborhemadetrainswiththe playingcardsinseveralrooms. ProbablyPaulwouldnothaveusedthecardstomakea trainbyhimself;ratherthestimuluspatternprovidedby theneighborservedasasynthesizingmediumfora secondformofsynthesisandtranslation.Providing stimuluspatterns,ifnecessary,whenimaginationand

timingisripebutatthesametime,permittingthechild freedomtoputhisowncontentintotheplaystructureis sound. Theassumptionthatthisplayfultransformationoccurs withoutappropriatestimulusandactivationand nourishmentoftheimaginationseemstobefalse. Nevertheless,thebeliefthattheneglectofsuchplay experienceininfancyandearlychildhoodcannotbe activatedinlaterchildhoodhasbeenproventobefalse althoughitapparentlydoesnotfullycompensateforthe neglectofplayintheearlierperiod. Whenininfancytheparentsuppliesstimuluspatterns, i.e.,playswiththebaby,hewillbelikelytocreatehis playspontaneouslyorwithoutobjectivestimulusbutthis maynotbethecase.Itisprobablethatonefactormaybe asetofelementsfromvariouspastorpresentstimuli. Forinstance,acupshapedlikeafryingpanmayrecalla fishfryonthebeach,lunchtimeinthenurseryschool,or anyeventthechildhassharedinthefamilykitchenand setshimupplayingacombinationofallthese. Theformoftheplayfultransformationofexperienced eventsinthepastmayrunagamutfromasingle gesturaldemonstrationofparticularelementofasimple eventsuchasimitatingtherunningofatrainwhichthe childhadseenoramoreelaboratetransformationofan experiencedjourneybytrain.However,muchorlittlethe childincludesitwillbeafreetranslationratherthan copy.Theinfantcopiesgesturaldemonstrationssuchas

PattyCake,butthisisnottransformation. Childrenrearedinthehousekeepingroutineoffamilylife andalsosharinginoutsideeventswhichserveas dynamicstimulustranslatetheirexperienceintoplay. Theyoungchildsplayinghouseisademonstrationof whatmightbefacetiouslycalledfreetranslationofhome life,synthesizingtheroutinesoffamilylifeandthe disparateincidentsheexperiencesinthefamily. Incivilizedsocietyachildisexposedtothephenomenon ofstimuluspatternsofhumanbehaviorandeveryday familylifeandalsototheirtranslationoftransformation intosymbolicexpression.Thisexperiencediffersinvalue andinformindifferentculturalgroups,communitiesand families,andalsointherelationofchilddevelopmentand thestimuluspatternsanditstransformation.Whenthe stimuluspatternsandtheformoftranslationinthe experienceareilltimedinregardtomaturationand whentheintrinsicvalueofthestimuluspatternsislow, theyarelikelytoresultinproblembehaviorinthechild. Achildwithoutsymbolicresourceswhichenablehimto transformhisimpulsesandotherexperiencesinto symbolicformsofplaymaydevelopanduseorganismic potentialsinsuchformsasbodilyskillsandpractical work,asischaracteristicoflessdevelopedprimitive peoples.Suchpeopleareoftensaidtobehappyifthey havenomorethanfoodandshelter.Nevertheless,they createritualinrelationtoevidentaspectsofhuman development,andalsocreatemythologytosymbolize

phenomenalofwhichtheyarecognizantbutdonot understandscientifically.Withouttheabilitytoeffect suchsymbolizationtheindividuallivesontheanimal leveloflifewhichisnormalforanimalsbutabnormalfor man.Onthecontrary,thefulfillmentoftheabilityto translatepracticalexperienceintoabstractformsof symbolizationistorisehigherandisdirectedtowardthe understanding,discoveryanduseofscience.Obviously sucheducationneglectedininfancyandlaterchildhoodis conducivetoindividualandtribalanimalityandrenders theIndividualsusceptibletomiseducationaswell. Childrenneedboththekindofstimuluspatternswhich createimaginationinthe"story"anditsIllustration togetherwithitsplayfulgesturaltranslation,which constitutespatternedstimulusandpatternedtranslation symbolicallyingestureandspeech.Suchpatterned stimulusopensthewayforaesthetic.experienceandits expression.ThesignificanceofexpressionIsnot Sufficientlyunderstoodbyagenciesinwhichthepolicyis toprovidetheoccasionforthemanifestexpressiveness butneglectingtosparkthefountainofthoseInwhichthe expressivenessisstilldormant. Stimuluspatternsareneededtostimulateariddevelop imaginationinthosewholackimaginative expressiveness.Bothdullandbrilliantchildrenwholack expressivenesscanbemadeveryunhappybythislack aridwithoutintelligenthelpmayneverbeabletorealize theirpotentialbest.

Inattemptingtonurtureimaginativeexpressiveness,the policyofexposingtheunexpressivepersons,whether childrenoradultstodynamicstimuluspatterns expressedhasmeritbutwhentheinexpressive individualsareconfinedtorolesrequiringonlytheir manifestabilityinexpressivenessorwhendemandsare madeonthemwhicharctoofarinadvanceoftheir ability,thisfrustratestheindividualratherthanopens upthefountainhead.Confiningtheunexpressivetoroles whichcallforonlytheirmanifestabilitytoexpressis commonpractice,nevertheless,aroledemandingmore thantheindividualIspotentiallycapableoffulfilling commendablyoratleastsatisfactorilytohimselfholds thedangerofdiscouragingfurthereffort. Itisquitepossiblethatinthedevelopmentofimaginative expressivenessthemanypotentialpersonalvaluesof suchexpressivenessintranslationmaybepreventedby theplayleader,teacherorparent,takingadominantrole intheprocess,creatingrigidity,introversion, introspection,orotherconcernwithselfandone'sown behavior.Nevertheless,thecharacterofplaybehaviorin playactivitiessuchasstoryplaying,singing,dancing, playinginstruments,gamesanddramaticactingis essentiallyextroversiveandthereforecanfreethe translatorfromselfaridopenthewayforspontaneous imaginativetranslationofoneformofexperienceinto newformsofexpression.Inspontaneouslycreatedplay situations,theroletakersmaybeleftfreetocreatetheir rolesspontaneouslywhilestillconformingtothepattern Ofthewholefortheplayerswillholdthemselves

responsibletoactwithintheconfinesoftheagreedupon conditionsoftheplay. Inspontaneouslycreatedplaysituationschildrenengage insynthesizingandtranslateintoplayinasingleprocess asacoordinatedwholeincidentswhicharesignificantto them.Inrecallingpastexperiencewetendtosynthesize, andbringtogethertheelementsofsignificanceonthe basisof'Interest,ideaorpurpose.Thissamegeneral patternintheprocessIsfollowedbychildrenwhenthey dramatizestoriesalthoughtheframeofreferenceismore definitelydeterminedthatitIs,forinstance,inplaying house. Inplayingfamilylifeandlifeinthecommunity,house, store,school,church,etc.,theframeofreferenceisonly generallyindicatedaridtheindividualplayerisleftfree toactwithonlygeneralreferencetothenatureofthe undertaking.Hemay,forinstance,createaschoolfor thoseplayingtheroleofthechildreninthefamilies,and ifthereissufficientconsensusitwillbeincorporated functionallyintotheorganizationwithoutverbal agreement.The"children"thenmustgotoSchool,sit quietlywhileinschoolforschoolmeanscompunctionsto actwithinthepattern.Thechildrenmustgotoschools, sitquietly,sing,read,recitelessons,etc. Intheseplaysituationswhentranslationofthechildren's lifeexperienceisgoingon,helpmaybeneededtoget themoutofdilemmasbeyondtheirexperienceand thereforecontrol.Inacertainneighborhood,girlseight

andnineyearsofagecametogethertoplayhouseor familylife.Inthecourseof'play,theirdollsbecamesick babiesandastheysharedthisinformationwithone another,thebabiesgrewworseuntilthechildrenwereno longerenjoyingtheiranxietybutcouldnotpull themselvesoutoftheillusiontheyhadcreatedandhad intensifiedbydrawingdowntheshades. Whentheplayleadersensedthesituationandannounced herselfasadoctor,madeasuccessionofvisitstothe homestoobtaininformationregardingthenatureofthe illnessandwhattreatmentthemothershadgiven,and, withamixtureofapprovalandsuggestionsregardingthe mother'scare.thebabiesbegantoimprove,thewindow shadeswereraisedbecausefitthebabiesneeded sunshineandshortlyallhadrecovered. Seeminglytheroutineexperienceofeverydaylivingdoes notalwaysprovideSufficientexpressionforthechild whoseimaginationhasbeensparkedbutonemaysuspect itmaycreateimaginarysituationssuchastheforegoing. Atwoyearoldboycreatedafamilyandidentifiedifwith aparticulardoorknob.Hetalkedfreelyaboutitfor severalweeksandthendroppedit.Subsequentlyhetook offensewhenanotherpersonmentionedthenamehehad giventhefamily.Playofthissortappearstogobeyond havingabasisInexperience,suchasplayingrailroad trains,orsickbabies,orschool.Ofcoursethedoorknob familyhadarealisticbasisintheboy'sfamilylife,butthe goingsonseemedtohavenosuchcounterpartashe

created.Hisimaginativeplaywasfarmorefanciful. Ifachildhastoysoldiershemaytranslatethemintoa conceptofrealsoldierseventhoughhehasneverseen such,buthistoysoldiersandthepicturesofrealsoldiers inadditiontohishavingmistakentheuniformeddoor manforasoldierissufficientexperienceforhimto transformhisblocksintohisconceptofSoldiersandtheir activities.Thisconceptcanprovideabasisforthe impulsetolearnmorefactsaboutsoldiersbywhichhis conceptwillbecorrectedandenlarged. Thereissomethingtobesaidaboutthevalueof translatingexperienceinavarietyofforms. For,instance,whenagroupofyoungwomenratedas extremelyretardedmentallylearnedtocookinaprivate institutionandlatercookedintheirownhomesit wroughtagreatchangeinthefamilyrelationsandalso enabledtheyoungwomentousewhattheyhadlearned underinstructionandsupervisionontheirowninitiative andresponsibilityinanewSituation.Laterwhenthose youngwomenhadlearnedtoplanandpreparea luncheonincludingarrangingthetableandan arrangementof'flowers,theypreparedsuchaluncheon fortheirowngroupandtookrolesinturnashostessesfor aguest. Whilethisexperienceoftheretardedyoungwomenmay besaidtobeonthepracticallevelitcontainselementsof thehigherordersuchasaestheticandsocialritualwhich

wouldappeartomarkanadvanceinsymbolization.The progresstheseyoungwomenmadewasbasedonusing themanifestandrealizingthepotentialsintranslating experiencetohigherlevelsofaccomplishment. Toexpectthetransferperseofenthusiasmfromone activitytoanotherasissooftendonerevealsa misunderstandingofthedifferenceinorganicand symbolicfunctions,todisregard(liefactthatoneaspect ofbehaviorinanewconfigurationorsituationmaynot influencethewhole.Itisratherthatmoreoftheperson beingusedintelligentlyenrichesthewholeperson,even astheassimilationof'appropriatefoodmakesabetter wholephysicalbody,bothof'whichcanbeusedin whateveractivitytheyapply.Thecarryovermaybe directorindirect,specificorgeneral. Adirecttransferofspecificbehaviormightinsomecases bepossiblebutitismorelikelythatitmightbe assimilatedandbringaboutimprovedorganismasa wholefunctioning. Inshort,whenanactivityevokesmoreofthepotential personand/orputstoworkmoreofhisorganicresources, itmaysafelybeacceptedthatitcontributestotheenergy Putintootherundertakings. Transferorthecarryoverfromoneexperiencetoanother isaffectedbytheemotionalcontentofthetotal experience,thefun,aswellasthespecificmentalformof functioningsuchAsattention,remembering,quarreling,

fighting,fearoffailure,happiness,pleasure, disappointment,etc.Therehasbeenmuchconcern regardingthecarryovervaluefromplayandgamesto otherexperiencessuchaseverydayfifeandschool.Aplay situationIsachallengingproblem.Playmustbea spontaneousproblemsolvingexperiencefortheplayers. Playshouldnotbeindulgedinforthesakeof developmentofbodilyskillormerelyengagedinforthe purposeofexercisingthebody.There;irevaluesinplay thatcomethroughplayingandthesearelikelytobe carriedoverortransformedfromtheplayexperienceto others. RoleoftheWorkerinPlay Thepromotionofthevaluesofplaybehaviorinplay activitiesistheresponsibilityoftheeducatorwhetherhe beateacher,;Iplayleader,oragroupworker.The professionalworkerInplayactivitiesisatpresent confinedtothedirectingoftheplaylifeofchildrenand therecreationalpursuitsandsocialgroupactivitiesof youthandadults.ThetaskInvolvestheadjustmentofthe individualtohisculturalgroup,tohisassociatesorpeers Inhisintimategroupcontacts,andtodevelophisconcept oftherelationoftheintimategrouptothelargercultural groupthroughsuchactivitiesasfallwithinthefieldof play,recreation,andsocialgrouplife.Theplaysituation orrecreationalareawithinwhichliefunctionscanhe controlledbytheeducatororteacherthroughthe selectionoftheactivitieswhicharecarriedonbythe groupsofparticipants.Theplaysituationandactivities

arcofgreatimportanceintheeducationof'the participants. Togetthebesteducationalresultsfromtheplayand recreationalactivitiesofthegroup,theworkermustplay psychologicallywiththegroup.Muchofthetimethe workermustplayadualroleofbothplayerandteacher andthisisquitepossible.Theworkermustkeepthe frameofreferenceIntactorhelpthegroupdosoby raisingobjectionswhenanyparticipantfallstoact consistentlywith,andonlywhen,noneoftheother participantsassumethatresponsibility,forthe participantsshouldgetalltheexperiencepossiblenot onlyinobeyingthelaworfunctioningaccordingtothe agreements,butIncompellingotherstodoso. Intheproblemsolvingsituationtheworkermustbean observingparticipant,activeorpassive,oneortheother Intermittentlytobeabletoknowif,andinwhatway,and whentocontribute.Thiscloseobservationcontributesto theworker'sunderstandingofthespecificproblemsof boththeIndividualsandthegroupasawholeasthey occurorarerevealedintheactualproblemsolvingeffort ofthegroup.Thusworkerobservationandcontribution encouragestheparticipantswhethertheybechildren, youth,oradultstopersist. Whilepersonalrelationsbetweentheworkerandthe grouparcimportant,playactivitiesandtheactivitiesof socialgroupsareofgreaterinfluencethanarethe personalrelationsbetweentheleaderandtheindividual

inthegroup.Theworker'sleadershipandhelpisin playingthedoubleroleofgettingintotheactivity psychologically,imaginativelyandempathetically,and therebybeinginstantincontributingtotheactivitywhen neededandavoidingdetractingfromthegroupunityby withdrawingfromtheactivityandthegroup psychologically.Thisappearstobeamatteroftheworker gettingintotheactivitybothpsychologicallyand imaginativelyandempathizingandestablishingrapport withtheplayersasaunitandonoccasionwiththe individual.Thusthegroupandtheworkerbecomeaunit psychologicallyandfunctioningthroughthemediumof theplayactivityeventhoughtheworkerdoesnotbecome anactiveparticipantphysically. Itistindersuchconditionsthatboththeworkerand playersaresomotivatedbythesameforcesandcenters of'activitiesthateverymemberofthegroupsharesinthe wholeandintheeffortsofeachother.Whenhuman beingsofwhateverageanddegreeofintelligenceengage inactivitieswhichrequireinteractiontheyalllearnfrom eachotherandmorefromtheworkerorteacherwhoisa cooperatingparticipatingmemberofthegroup. Childrenneedhelpincarryingonplayactivities,helpin organizingtheirresources,particularlywhentheyare playingspontaneouslyandcreatively.Helpingchildren organizetheirspontaneousgroupplaysuchasplaying outcommunityandhomelifecanbedoneintwoways. Thefirstiswhentheorganizingmediumisideational

andpermitsexpansionwithintheconceptand/orthe conceptandrelatedideas.Theotherisachievedby personalpowerorauthorityoftheworkerorteacher.The firstmethodisillustratedintheexampleofchildren playinghouse. Whenagroupofchildrenplayoutcommunityandhome lifetheworkermayneedtosuggesttheelementsthat couldbeincludedandhelpthemorganizetheplayonthe basisofthemeaningfulnessoftheparticularactivityfor theindividualchildandhisgroupandtokeepthegroups inmeaningfulrelationtoeachotherandtothewhole. Itispossibletooforaworkerorcoachtodictateplayto suchandextentthattheplayersareneitherpermittedto actspontaneouslyonthebasisoftheirwonintelligenceor theirownconceptionofthesituation,nortoundertake thesolutionoftheproblemintheactivityontheirown initiative.Thistypeofhelpordictationinplaytendsto killempathy. Onemayaskwhatharmisthereinsubstitutingthe workersdictationofprocedureinplayfortheinitiativeof theplayersthemselves,particularlysincethegroupof playersdoesneedsomehelp?Whentheworkertakeson theroleofdictatingprocedureinplayitdefeatsself initiatedintelligence,confusestheplayerwhoshouldbe makingthemostofhisopportunitytoactonhisowntotal feelingofintelligence.Italsotendstodefeatobjective thinkingandactingandmakeaplayerdependentrather thanadventurousandintelligentlyexperimental.

[1][1]Mather,Dr.KirleyF.,Harvardgeologistand presidentofAAAS.Fromaspeechreportedinthe ChristianScienceMonitor,January1958.Speechgivenin Philadelphia. [GS1]ThisiswhatViolaSpolinespousedandbasedher practiceon. [GS2]Howtrue.Thisisthekeytoauthenticityinhuman interaction;theschismbetweenactingandactinglike orimitating. [GS3]Mind/Bodyconnectionasitisnowreferredto.Or Body/MindChopra,Spolinet.al. [GS4]MihalyCiczentmihalyinhisbookFlowdiscusses thisprincipleatlength. [GS5]ThisiswhatViolaSpolinespousedandbasedher practiceon. [GS6]Myitalics(GarySchwartz) [GS7]Spolinwouldcallthisbeinginherheadreferring toselfconsciousnessorasBoydwouldtermit,Self reference. [GS8]Thisconceptissoembeddedinourcultureand becomesinvisiblebecausetheauthoritarianhidesbehind

theveiloffreeplaybytheplayers.Usuallyteachersare thosewhohavebeensingledoutforachievementandtry toengineerasimilaroutcomeintheircharges.The politicsofthismatrixcausesmuchconflictandconfusion inworksituations. [GS9]Howtrue.Thisisthekeytoauthenticityinhuman interaction;theschismbetweenactingandactinglike orimitating. [GS10]Sheunderstoodthisasdescribedinthelater workofMihalyCziczentmihalysFlow [GS11]Mind/Bodyconnectionasitisnowreferredto.Or Body/MindChopra,Spolinet.al. [GS12]ThisisSpolinsconceptoffocus.Overloadthe psycheandthedoorwaytointuitionisopened.GS. [GS13]ThisisthekeyideaconcerningSpolinsadoption ofnonauthoritarianismindirectingchildren.Yet keepingplayontrackisneeded.Thustheinventionof sidecoaching. [GS14]ThisisasignificantpointthatSpolinusedinher work,thatbringsoutautonomyoverauthoritarianism. (OrasBoydputsitregimentation) [GS15]Pureimprovisation. [GS16]ThisisboileddowntothesidecoachphraseHelp

yourfellowplayer.