Play is sometimes viewed as an instinct educator (Karl Groos); as a means of catharsis, a
safety valve to vent emotions (Aristotle); as a creative modeling of situations that enables the player to better handle experience (Erik Erikson); as a means of resolving
psychic conflict (Sigmund Freud), or, on the contrary, as activity not motivated by the need to resolve inner conflict (Robert Neale) 8