The importance of play and its contributions to the intellectual, social, psychomotor, and emotional growth of the child is just now being recognized and day care teachers are regularly required to justify the inclusion of play and games in programs for young children. Two types of justification are commonly heard: the nondescriptive and the intuitive. Nondescriptive justification is personal, variable, often circular, and is exemplified through such statements as "play serves recreational purposes." Intuitive justification develops after extensive involvement with children. An example of intuitive justification is evident in the statement "by playing, children learn how to cooperate, interact and socialize." While play can also be viewed as a response to unconscious conflict, deprivation, or the need for gaining mastery over the environment, this maturational view, based on content classifications such as motor, intellectual, emotional, and sensory play, has the limitations of variability, broadness, lack of communicability, and ease of misinterpretation. Early childhood teachers find it difficult to explain all forms of play in this manner. Despite the need for further research, Piaget's rationale for the importance of play can be used independently or in conjunction with nondescriptive or intuitive justifications. (Piaget's theory of play is reviewed and strengths and advantages of his view of play are pointed out.) (Author/RH)