Since the time of Plato educators and philosophers have pointed to the necessity of including play in the educational opportunities provided for young children. The value of play has been summarized by Sapora and Mitchell (1961) as ‘proportionate to its power to interest the player, absorb his attention, and arouse him to enthusiastic and persistent activity’. The works of Piaget (1951, 1952) have explicated how the child attains knowledge by means of active construction and activity. Because the activity of the child is play, the most natural and most efficient way for a child to acquire competency in any curricular area is through activity and play.