spirit becomes stronger.  At this period the differences between girls and boys become more marked.  The girls choose quieter indoor games, chumming becomes prominent, and interest in books, especially of the semi-religious and romantic type, comes to the front.  In the early adolescent period the emotional factor is strong and characterizes many of the playful activities; the intellectual element takes precedence over the physical; the group interest widens, although the interest in leadership and independent action still remains strong; teasing and bullying are also present.  This summary is by no means complete, but it indicates in a very general way the prominent tendencies at the periods indicated.

The second fact needing further elaboration is that of the complexity of the play activity.  Take, for instance, a four-year-old playing with a doll.  She fondles, cuddles, trundles it, and takes it to bed with her.  It is jumped up and down and dragged about.  It is put through many of the experiences that the child is having, especially the unpleasant ones.  Its eyes and hair, its arms and legs, are examined.  Questions are asked such as, “Where did it come from?” “Who made it?” “Has it a stomach?” “Will it die?” In many instances it is personified.  The child is often perfectly content to play with it alone, without the presence of other children.  This activity shows the presence of the nursing instinct, the tendency towards manipulation, physical activity, imitation and curiosity of the empirical type.  The imagination is active but still undifferentiated from perception.  The contentment in playing alone, or with an adult, shows the stage of development of the gregarious instinct.  A girl of nine no longer cuddles or handles her doll just for the pleasure she gets out of that, nor is the doll put through such violent physical exercises.  The child has passed beyond the aimless manipulation and physical activity that characterized the younger child.  Instead she makes things for it, clothes, furniture, or jewelry, still manipulation, and still the nursing instincts, but modified and directed towards more practical ends.  Imitation now shows itself in activities that are organized.  The child plays Sunday, or calling, or traveling, or market day, in which the doll takes her part in a series of related activities.  But in these activities constructive imagination appears as an element.  Situations are not absolutely duplicated, occurrences are changed to suit the fancy of the player, as demanded by the dramatic interest.  A fairy prince, or a godmother, may be participants, but at this age the constructive imagination is likely to work along more practical lines.  Curiosity is also present, but now the questions asked are such as, “What makes her eyes work?” “Why can’t she stand up?” or they often pertain to the things that are being made for the doll.  They have to do with “How” or “Why” instead of the “What.”  The doll may still be talked to and even be supposed to talk back, but the child knows it is all play; it is no longer personified as in the earlier period.  For the child fully to enjoy her play, she must now have companions of her own age, the older person no longer suffices.