Piagetian and Vygotskian theories may be used as starting points to examine the role of play in development and learning from a constructivist perspective, including how children use play to deepen their understanding and skills, encounter new problems, and incorporate newly mastered skills into their play. Contemporary factors such as an emphasis on teaching the basics and increased television viewing undermine children's abilities and opportunities to engage in active play. Using three children, constructivist approach may be used to illustrate play as integral to their knowledge construction. Often, the most intense play themes involve key areas that need to be mastered. Individual style, family culture, prior knowledge and experience, and current needs and interests are incorporated into children's play. A constructivist view allows the differentiation of true play from activities simply labeled as play, such as imitation of televised behavior, using coloring books, or playing video games. When children do not become deeply involved in meaningful play, develop the tools necessary to engage in constructive play, have opportunities for play, and have rich and meaningful experiences to bring to their play, their cognitive, social, and emotional development is undermined. A constructivist view provides a strong argument for advocating play as the center of the early childhood curriculum. (KDFB)