The process by which preschoolers construct cohesive oral text was studied in dramatic and constructive play settings. Four preschoolers, two boys and two girls ranging in age from 51 to 60 months, were videotaped for 30 minutes in their preschool classrooms. It was found that players in both contexts of play repeated introductory utterances to begin new play topics. Interlocutors in the dramatic play episodes often repeated the topic initiator's introduction and asked "Wh" and "Yes/No" questions as topic clarification strategies. Topic initiators, in turn, clarified their introductions. Such clarification strategies were not observed in constructive play. Entire social dramatic play episodes were found to be mediated by topic introductory utterances; the play themes defined in the introductions were referred to anaphorically and cataphorically throughout the text. A large number of exophoric references (21% of utterances) were observed in constructive play. Play in this context was less dependent on cohesive text for sustenance. Pedagogical implications are discussed. (Author/SS)