میں جو سوئے عیش رواں ہوا، یہ زیاں ہوا
مجھے کیوں نہ اس کا گماں ہوا، یہ زیاں ہوا
میرے دل میں کوئی مقیم تھا یہی سود تھا
یہ جو خالی دل کا مکاں ہوا، یہ زیاں ہوا
تری بے رُخی کا جو بار تھا کوئی کم نہ تھا
یہی بار بارِ گراں ہوا، یہ زیاں ہوا
مجھے شوقِ دیدِ حرم نہیں یہ ستم نہیں؟
مجھے شوقِ کوئے بتاں ہوا، یہ زیاں ہوا
میری کلفتیں جو نہاں رہیں یہ تو ٹھیک تھا
مرا درد ہے جو عیاں ہوا، یہ زیاں ہوا
وہ تو مہربانی سے کہہ رہے تھے بیاں کرو
جو نہ حال مجھ سے بیاں ہوا، یہ زیاں ہوا
The belief of the finality of Prophet Hood (Khatm e Nabuwwat) is the basic belief of the Muslim Ummah, and this belief has been adopted since the first day. From the time of the Prophet ﷺ until now, the belief in the end of Prophet Hood has been protected on practical grounds and intellectually. Muslim scholars and philosophers, while strengthening it on the basis of rational and simulated arguments, did not leave a single aspect from which it could be undermined. They presented simulated arguments for the misguided sects in Muslim Ummah and for the non-Muslims, presented rational arguments in such a way that there was no reason left to disbelieve this belief. In this research article, there is a description of the simulated and rational arguments that are usually presented, such as the Quranic verses and their interpretation, the Hadiths, and the sayings of the scholars. And it has also been narrated what their style of reasoning is, in the same way, the legislation that has been passed in this regard in Pakistan has been presented in detail. Hopefully, this will make it clear what are the services of scholars and thinkers on this issue and what is their style.
During the early years of human development, love, care, attention and education are basic needs (Layzer & Goodson, 2006). This early education of young children also includes the role of play as a vital component of their learning. The curriculum for Early Childhood Education and Development (2007) also stresses upon the importance of play as part of the daily curricula and in co-curricular activities. It is also observed that this process of learning is more effective when children perform associatively. However in the early years play can be used in various forms in order to facilitate the learning of different concepts. Therefore, it is important to recognize the significance of associative play in early years education and development. This study has explored early childhood teachers' perceptions and practices about associative play to support young children's cognitive development. For this purpose the study was carried out with 3-4 years children in a private school of Karachi. Further, the study also looked at the early years teachers role on promoting associative play as a part of teaching learning process. The study also highlights the role and responsibilities of teachers on how to integrate associative play in their daily lessons plans. To carry out the study, qualitative exploratory method was applied which included in-depth observations of teachers practicing associative play in their own classrooms. Semi-structured interviews were also conducted to further explore teachers' perceptions about associative play and its integration in curricular and co-curricular activities. The findings suggest that playing with peers enabled children learn more effectively and contributed to the different domains of cognitive development including enhancing their language skills, their imagination and their problem solving ability. Moreover, both the participants highlighted upon the role of ECD teachers in integrating associative play in their teaching pedagogies that could lead towards the efficacy in student learning outcomes. The study recommended that it is important to plan such activities in which associative play can caters the cognitive needs of early years children (3-4 years). Thus this study suggests that novice teachers should be trained well in order to integrate the process of play and teaching more efficiently.