Since play is a natural way for children to express themselves and learn about the world, it is normal to expect that anyone and everyone can play. But play is an activity about which there are many points of view. Millar (1969) has captured the nebulous, multi-faceted quality of this activity in commenting that “the term play has long been a linguistic wastebasket for behavior which looks voluntary, but seems to have no obvious biological or social use” (p. 11). Most parents, educators, and therapists, however, think they know play when they see it. Asked to describe play, many observers would emphasize its spontaneous and free-flowing quality, would stress its imaginary elements and comment on the transparency of the child’s wishes and fears as revealed in play activities.