ABSTRACT
Development, at the level of activity, is the transition from play to work (Drellich 1970). In this chapter, I explore the problem of how we foster that transition. I am especially concerned with whether this is a transition from play to something antithetical to it, or a transition in which play develops in a way that allows it to take an adult form in work. To explore the problem, I make use of an experience I had with a group of students. These students were, I think, especially preoccupied with the transition to which I have just referred. Because it arose in a group setting, the problem of work and play became a problem in group life. My concern, then, will be with work, play, and their relationship to group life.
