The present study was concerned with the effects of pre-play experience on problem-solving activities in preschool children. Fifty-six five year old and56 six year old children were randomly assigned to one control and three experimental groups.Manipulation being play group was allowed to play with a peer with the materials to be used in the task ; manipulation on and non-play group was asked to imitate the E inmanipulating materialstobe used in the task ; and play and non-manipulating group was given the opportunity to play with a peer with toys that were not related to the task. The extra experience lasted for 7 minutes.