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This paper examines how Australian Aboriginal children present and re-present experience in their symbolic play. Based on anthropological field research in one location and therapeutic work in another, it reports from a psychodynamic perspective how the Indigenous children create meaning on the personal and social level in two distinctive play forms. These are a traditional sand story game played by Anangu Pitjantjatjara girls in a remote Western Desert community in Central Australia, and the European sand play therapy that was introduced as part of an intervention program in a Tiwi Islands community off the northern coast. In phenomenological terms, both techniques draw on the symbolizing activity of the lived body (Schilder, 1950, 1951; Merleau-Ponty, 1961; Scheler, 1973) or, in the language of organismic-developmental theory, physiognomizing processes (Werner and Kaplan, 1984). These processes are seen to rest on the primary human capacity for imagination (Castoriadis, 1987). However, the schematizing activity that creates a meaningful relationship between symbol and referent (Werner and Kaplan, 1984) is specific to each play form. Set up retrospectively as a comparison, the discussion leads to the observation that the self-directed play in the natural social setting is of a higher symbolic order (re-presentational) than the externally induced play in the artificial social setting that indicates spontaneous linkages between symbol and referent (presentational). It is suggested that this raises certain questions about the potentially therapeutic effect of children's symbolic play.