الگوی تربیت دینی در گستره تولد تا 3 سالگی

 Introduction: Religious education is an activity aimed at shaping and transforming religious identity. A psychological analysis of the process of religious identity formation in the mental system reveals that from birth to eighteen years, four distinct models of religious identity emerge based on the child’s cognitive development. From birth to three years, the initial roots of religious identity are formed. When language and thought emerge and converge between the ages of three to seven, the first model of religious identity in the child is shaped, reflecting the outward and visible aspects of adult faith. The third model of religious identity is formed between the ages of seven to twelve, imitating the system beliefs and values of the social context in which the child lives. During adolescence, the first reflections and revisions of the identity formed in the previous stage begin, and the first model of religious identity based on the adolescent’s choice is shaped. Since the model of religious education at each age stage is based on the achievable and specific religious identity model of that stage, four models of religious education can be discussed from birth to eighteen years. Therefore, the purpose of the religious education model is to provide a roadmap for shaping and transforming religious identity, appropriate to its achievable level, for different life stages. This study aims to present a model of religious education from birth to three years, examining the five dimensions of the model based on a psychological analysis of the child’s capacity to shape religious identity in this age range. The five dimensions of the model include 1) the achievable objectives of religious education; 2) the nature and source of religious education content from birth to three years; 3) methods for forming the initial foundations of faith; 4) the role of the educator and the cognitive, emotional, and skilled characteristics required to achieve the objectives; 5) methods for evaluating the attainment of the religious education objectives.
Methodology and Research Method:

A) Methodology: This study employs a “holistic and interdisciplinary wisdom-based methodological model.” The term “holistic” specifies the approach to conducting the research, which, in studies concerning humans, must consider the interaction of innate needs with personal, social, historical, and cultural factors. Additionally, the individual, in spite of all his relationships with other beings, is viewed as reflecting the relationships of signs or symbols of an absolute truth, namely God. The term “interdisciplinary” refers to the necessity of integrating psychological, theological, and philosophical findings to achieve a more comprehensive picture of reality. The term “wisdom-based” points to the philosophical source of the model, which is the Transcendent Wisdom (Hikmat al-Mutāʻalīa).
B) Research Method: The model is derived using an analytical-inferential problem-oriented method. That is, questions about the nature of the five topics that collectively form the religious education model are addressed based on accepted philosophical foundations, the specific religious identity model of this stage, and relevant narratives, with methodological considerations on how to understand the text.

Findings: The findings in the objectives section led to the discovery of a system of religious education objectives, including the ultimate goal and achievable intermediate goals for the span from birth to three years. In the methods section, four methods are discussed: 1) internalizing the initial foundations of religious feelings, 2) knowing God, 3) enhancing transcendence-seeking, and 4) empowering the physical dimension. In the discussion on the role of the educator, the educator’s role is considered under the role of God as the primary educator, and the necessary cognitive, emotional, and skilled characteristics for effectively carrying out educational activities are explained. Finally, the method for evaluating the level of religious maturity is presented. The table below summarizes the findings:

Objectives of Religious Education
 
1. Creating components of the child’s emotional health: trust, safety, courage;
2. Shaping the feeling that the newly entered world is a safe place to live, where the child’s constant inner needs can be appropriately met through the kindness and reliability of parents;
3. Shaping purification of the heart;
4. Creating the capacity to internalize the knowledge of God as a trustworthy being;
5. Internalizing the initial foundations of a range of religious feelings such as safety, tranquility, and courage.

Content

The parents' behavioral model in interaction with the child shapes the content (experiences and opportunities for religious learning) from birth to three years. The parents' and caregivers' behavioral model includes methods of feeding and hygiene, facial expressions, type of clothing, room decoration, toys, and a set of auditory and religious stimuli that shape the child’s detailed, repetitive, and enjoyable experiences, and achieves the specific intermediate and ultimate goals of this stage.

Methods

· Methods for internalizing the initial foundations of religious feelings;
· Methods for shaping the initial foundations of religious knowledge;
· Methods for enhancing transcendence-seeking in the child;
· Methods for empowering the physical dimension to achieve religious education.
 
Role of the Educator

The role of the educator can be understood in light of God’s role as the primary educator. From birth to age three, the child’s relationships are limited to interactions with parents, educators, and accessible environmental objects and stimuli. Therefore, the educator’s role at this stage is to regulate the child’s interaction with the surrounding world to achieve the specific intermediate and ultimate goals of this period. Fulfilling this mission requires various cognitive, emotional, and skilled competencies.




Evaluation

A checklist containing children’s reactions in real situations.

Discussion and Conclusion: Many parents and educators question whether religious education from birth to age three, before the child has developed the convergence of thought and language, is significant. This significance pertains to whether it currently lays the groundwork for the child’s psychological well-being and facilitates their future religiosity, or if religious education at this age is not particularly important. This study showed that from birth to age three, the initial foundations of religiosity can be formed as an emotional core comprising multiple, indistinguishable feelings. By the end of this period, when language and thought converge, the child can gradually learn words related to God and His attributes, as well as other religious concepts, and can imitate certain religious practices.