The
imagination makes what it will of chairs, blocks, leaves, chips,
if they serve the purpose of carrying activity forward.
From a very early age, however, there is no distinction of
exclusive periods of play activity and work activity, but only
one of emphasis. There are definite results which even young
children desire, and try to bring to pass. Their eager interest
in sharing the occupations of others, if nothing else,
accomplishes this. Children want to "help"; they are anxious to
engage in the pursuits of adults which effect external changes:
setting the table, washing dishes, helping care for animals, etc.
In their plays, they like to construct their own toys and
appliances. With increasing maturity, activity which does not
give back results of tangible and visible achievement loses its
interest. Play then changes to fooling and if habitually
indulged in is demoralizing. Observable results are necessary to
enable persons to get a sense and a measure of their own powers.
When make-believe is recognized to be make-believe, the device of
making objects in fancy alone is too easy to stimulate intense
action. One has only to observe the countenance of children
really playing to note that their attitude is one of serious
absorption; this attitude cannot be maintained when things cease
to afford adequate stimulation.
When fairly remote results of a definite character are foreseen
and enlist persistent effort for their accomplishment, play
passes into work.
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