Behaviors that characterize play with convergent and divergent materials and the effects of play on convergent and divergent problem solving were examined in this study. Seventy-two 3- and 4-year-old children were assigned to one of three conditions: (1) play with convergent materials; (2) play with divergent materials; and (3) non-play control. The play materials, five sets of nine pieces which fit into five formboards, could be used as puzzles (convergent activity) or play blocks (divergent activity). All children participated individually in three 10-minute sessions. After the third session, each child was given two divergent and four convergent problem-solving tasks. There were marked differences in play behaviors with convergent and divergent materials. The formboards directed children playing with convergent materials to spend two-thirds of their time filling the formboards. The divergent play group performed better than the convergent play group on a divergent thinking task. The convergent play group used more strategy based moves in solving the convergent tasks. (Author/MP)