Examined the relationship between multiple forms of solitary play (solitary-active, solitary-passive, reticence) and convergent and divergent thinking in preschool children. Found that reticent behavior was more strongly negatively associated with convergent and divergent thinking than either solitary-active or solitary-passive play, whereas solitary-active play was more strongly positively related to divergent thinking. Also investigated associations between types of materials and types of solitary players and thinking skills. (Author/KB)