Since evidence indicates that the potential for play must be developed in a child, just as the potential for thinking, it is important that teachers be aware of the need to provide a climate which is conducive to imaginative play. This article suggests steps to be taken in creating such a climate. (Author/NQ)

Examines biological and environmental determinants of creative/divergent thinking in light of two studies--one showing an inverse relationship between serum uric acid and divergent thinking and one showing a positive correlation between family size and creativity in upper socioeconomic status groups. Outlines classroom practices that promote…