important pillar of the children’s life, and on the other side, parents are a part of their lives and they have a particular position for them. That is why it is very important for the child that his parents enter into his world. It is here that playing with the child shows its importance. Since parents are the most important persons for the child, playing with him causes honor for the child and elevates his self esteem. It produces the feeling of self-worthiness and self-motivation. It also strengthens the relationship of the child with the parents, and it has a fundamental function in the loyalty and sincerity of their relationship, which is one of the necessary features in the parent-child relationship.
Buying various, expensive and advanced toys do not bring about a child’s consent in his relationship with his parents. He only wishes that his parents understood him and his world and participated in it.
On this basis, there are two issues that can be seen in the teachings of religion. One is concerning the playing of parents with their children (which had been abundantly seen in the conduct of the Messenger of Allah (s.a.w.)), and the other is that parents should play with their children like a child. Adults’ playing their own way is not pleasant and satisfying for the child, but it is childish games that satisfies the child and develops his personality and teaches him the skills of life. This is why the Messenger of Allah (s.a.w.) played child-like games with children.
The important point is that adults’ playing with children is not vain, and it is a wise, mature, and intellectual practise and it does not decrease their honor.

D- The Theory of Preparation for Adulthood:

According to this theory which was presented by K. Groos, playing is considered as a kind of preparation for a child’s future activities. Based on this view, the type of game usually matches those activities that the child must have in the maturity period and adulthood.
Although this theory points out to the function of playing in the socializing of a child that was not mentioned in the former theories, but it cannot yet define all the childish games, like imitating animals.¹

The Age of Playing:

Another issue is the age of playing. Some traditions indicate that a child must be allowed to play until he is seven years old. Does this mean that after this age he should not be allowed to play? In narrations the first seven years is referred to as the period of playing, and the second seven years is the period of disciplining. Therefore, it has been emphasized that during the first seven years disciplining should not be executed. Of course, there is no doubt that the narration indicates that the first seven years is specifically for playing and in this age the child must be allowed to play. The question is that whether playing is forbidden during the second stage? Or what is banned in this stage is to confine it to only playing, that means even though disciplining is allowed, playing is also permitted proportionate to his age and conditions.
It seems that the second idea is more fitting, meaning that in the second seven years disciplining begins, but according to a child’s conditions he can also play. Of course, this playing is not unlimited (like the first seven years), and as it is in the stage of disciplining there must be some limitations. This matter can be studied more thoroughly in psychological researches.

The Parents Playing with the Child:

Besides giving permission to play, playing of the parents with the child is itself another important factor. On one side, playing is an