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year 14, Issue 12 (Winter S 2026 2026)
Rooyesh 2026, 14(12): 125-136 |
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Abedi R, Moslemi F, Nazari F, Sharifi F. (2026). Explaining the Concept of Play in Islamic Education Based on the Views of Contemporary Scholars: An Interpretive Qualitative Study. Rooyesh. 14(12), 125-136.
URL: http://frooyesh.ir/article-1-6807-en.html
URL: http://frooyesh.ir/article-1-6807-en.html
1- Assistant Professor, Department of Methods, Educational Planning, and Curriculum, Faculty of Psychology and Education, University of Tehran, Tehran, Iran. , Raha.abedi@ut.ac.ir
2- M.Sc. in E-learning, Department of Methods, Educational Planning, and Curriculum, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.
3- B.Sc. in Education, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.
2- M.Sc. in E-learning, Department of Methods, Educational Planning, and Curriculum, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.
3- B.Sc. in Education, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.
Abstract: (146 Views)
The present study aimed to explain the concept of “play” in Islamic education based on the perspectives of contemporary scholars. In terms of purpose, this research is applied, and methodologically it was a qualitative interpretive study employing textual content analysis which was conducted in 2025. The study population consisted of works authored by contemporary scholars of Islamic education. Through purposive sampling, two seminal texts Education and Training in Islam by Martyr Motahhari (2013) and Religious Upbringing of the Child by Ayatollah Haeri Shirazi (2016) were selected as the units of analysis. Data were collected through qualitative analysis using open coding, constant comparison, and conceptual abstraction, and were analyzed with MAXQDA. The analysis process resulted in 180 meaning units, 38 initial codes, 10 subcategories, and ultimately four main categories. Findings revealed that the concept of play in Islamic education comprises four fundamental dimensions: (1) play as a field for the flourishing of human nature (fitrah) and the experience of meaningful enjoyment; (2) play as a foundation for the child’s dignity, joy, and emotional security; (3) play as a domain for guided freedom and the gradual development of independence; and (4) play as an indirect pedagogical method for shaping moral character. Overall, the results indicate that play, in the view of contemporary Islamic scholars, is not a marginal or merely recreational activity but a natural, gradual, and fitrah-oriented mechanism for the child’s holistic development.
Keywords: Developmental Psychology, Interpretive Qualitative Content Analysis, Islamic Education, Play, Childhood.
Type of Article: Qualitative article |
Subject:
Religious Psychology
Received: 2025/12/12 | Accepted: 2026/01/23 | ePublished: 2026/03/1
Received: 2025/12/12 | Accepted: 2026/01/23 | ePublished: 2026/03/1
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