The purpose of this paper was to present the framework for understanding the social phenomena occured in classrooms. We found two kinds major force in classrooms : the force from personal needs and the force from social system which the classroom was belonged to. The conflicts between two kinds of force induced fundamental and important interactions between member of classrooms. The classroom norm was formed as a group rule which controled the conflicts between two kinds of force. Social norm made social stracture and social climate of classrooms, that is to say, we understood social stracture and climate as an uquilibrium of tow kinds of force. We defined classroom atmospher as member's or outsider's impression about the behavioral trends of many classroom members.

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Developmental psychology of play should be studied primarily from ontogenetic viewpoint. But it is necessary for such study to have some perspectives for changes of play in humman hystory. Because any form of play that appears in ontogenetic process is coulditioned by social-hystorical factors. D. B. el'konin has discussed concretely this problem, criticizing the biologistic theories of play. He has proposed a hypothesis for relations between social-hystorical and ontogenetic development of child's play. According to El'konin's theory, Child's play at the early stage of human hystory should have been little. For, young children should have participate to social labour with adults in those societies that had little productive forces. But, in spite of El'konin's explanation, there are data showing that at that time child's play was abundant. Although valuating the basic viewpoint of El'konin's theory, in this article the author discusses El'konin's underestimation about child's play particularly at the early stage of human hystory. So it is necessary for successive solution of this problem to introduce perspectives that cvhanges of social relations of production influence on social conditions of child's play development.

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