This paper focuses on behavioral dimensions of playfulness: (1) in a developmental framework; and (2) in a situational framework. As a result of theoretical model building, it was hypothesized that there may be a resurgency of playfulness, assumed to be a personality trait of the player, in adolescents. The most significant finding is the emergence of a much more differentiated behavior within playfulness in adolescents as against the unitary trait found in kindergartners. Also, when teachers' conceptualizations of playfulness in the adolescent were analyzed for positive and negative connotations, one-third of the teacher-mentioned attributes were negative for behavior in the classroom as against one-fourth for playfulness at large in the adolescent. Finally, from the information on situational determinants of playfulness at the adolescent level, it would appear that young people and adults are aware that specific behavioral dimensions of playfulness can be shown more freely in an unstructured setting. (Author/TA)