Children universally exhibit a drive to engage in activities that have no clear instrumental purpose but instead appear to be pursued for their inherent enjoyment. These activities reflect children's unique personal cognitive and social proclivities, and they shape their future cognitive and social development (Lillard, 2015). Play is especially interesting to those who study gender development because it is both strongly gender differentiated (i.e., characterized by average differences across groups of girls and boys) and gender typed (i.e., characterized by beliefs that prescribe and proscribe particular forms of play as appropriate for only one gender).As described in the prior chapters of this book, boys and girls, on average, prefer different toys (see Chapter 4, this volume). Girls are more likely than boys to prefer dolls, cooking toys, and dress-up sets. In contrast, boys are more likely than girls to favor vehicles, construction toys, action-adventure toys, and sports-related toys. Although most average differences between girls