Play is very important to the work of history museums as children spend a lot of their time playing by themselves and with others. A museum that does not encourage or allow play will not entice children. It is difficult to state the meaning of play or what it is since we often know what playing feels like or looks like but we cannot explain it. However, the characteristics of play that can be employed in history museums are: play is voluntary, if children are forced to play they will not do it; it is fun to play; play is a means in and of itself, so while things may be gained from playing they are not the main goal of playing; and play invites the players to a time and space outside of their current situation. While the normal rules of time and space do not hold, there are rules to play and if they are not heeded it is doubtful that play is occurring. Playing by the rules is like being a historian, “imagining events and people in the past and doing so within the limits of historical circumstances.” Dyson explores some of the different types of play and their relation to history museums including pretend play, object play, constructive play, physical play, locomotor play, game play, and collecting play. Applying these varying types of play can create interactive experiences in history museums. Most history museums began with play, since their creators were collectors, which is a form of play. Also, living history sites usually employ third and/or first person interpretation, which is a form of role-playing. However it is important that children and visitors are involved in the play and not just be observers. Dyson continues by explaining how training in historical thinking can be done through play in history museums. The chapter concludes by explaining how to apply play in the history museum. Dyson sees play as a way to re-invigorate the declining numbers of visitors at history museums.