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  3. Religious thinking in children's poetry of age groups A and B in the eighties

Religious thinking in children's poetry of age groups A and B in the eighties

Number of pages: 150 File Format: word File Code: 31567
Year: 2014 University Degree: Master's degree Category: Literature - Persian Language
Tags/Keywords: A and B age groups - Children's literature - Children's poetry - Children's poetry - New Persian poetry - poetry - Poetry of children and teenagers - Religious poetry books - Religious thinking
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  • Summary of Religious thinking in children's poetry of age groups A and B in the eighties

    Master's Thesis

    Department of Persian Language and Literature

    Abstract:

    Religious concepts such as theology are among abstract concepts and poets should include them in poems in such a way that children of different age groups can understand them. The present study investigates how religious concepts are presented in the poems of children of age groups "A" and "B" in the 1980s. The basis for the selection of poems is the poems reviewed by the Children's Book Council in descriptive-analytical bibliographies. Also, this analysis has been done in the framework of the theories of Jean Piaget and Ronald Goldman, who are experts in the field of developmental psychology and stages of children's mental and religious understanding. In this research, religious concepts have been examined in the three dimensions of faith, worship and ethics in the framework of the opinion of the above psychologists. After separating the religious poems from each other and placing them in different groups, it was found that the most poems written are related to the religious aspect and have themes of theology, prophecy and imamate, and the fewest poems were in the field of divine justice and resurrection. This opinion was also explained that the poetry of the majority of poets does not meet the required standards and despite the need for religious books, in the last year of the considered decade, the frequency of religious poetry books has dropped sharply and fewer poets have sought to write religious poems. 80

    Foreword

    Children's and adolescent poetry is one of the live and dynamic parts of children's literature in our country. Since children's poetry in our country is one of the fruits of new Persian poetry, it is still new and its age does not reach 100 years, but still, many poets work for children and it has made a significant progress. The range of topics in poets' poems is very wide and diverse. Everything from abstract and emotional concepts to nature and society and human relationships and the environment and surrounding objects and inanimate nature. can be found in the poems. In addition to these, children's poetry is also used as a tool for education and training, because one of the most effective and important periods of a person's life is childhood, and it is a period in which a person's personality is founded and formed, and it is a sensitive period in which a child must be educated. Know the message. Poets should consider the needs of the audience and pay attention to their mental and perceptive abilities. Children do not read poetry to learn something from it, but they want to read something that is enjoyable for them, and they are naturally interested in poetry and they like it. It should not be boring and boring.

    Religious and religious issues are one of the most important issues that poets and writers who work for children should pay attention to in this world of boundless information and communication and different religions. They should learn about their psychology in order not to harm religious education and properly instill it and institutionalize it in children's thoughts. Poets should write poems. It is more effective, informative and attractive to learn about the development and growth of children's religious understanding and to know and understand the limits of the child's abilities in understanding religious issues. Without such knowledge, the poet does not know what his audience thinks of the words that he hears or observes the lines of the book, and thus he makes many mistakes in writing poems and cannot have a correct education.

    Unlike the literary circles of Iranian universities, which have not taken a serious approach to literature for children and teenagers, a simple internet search shows that many scientific and academic institutions in other countries of the world attach great importance to this branch of literary creations and research. In addition to the fact that the scientific community of our country should pay more attention to this field, it can also use the achievements of other countries.. In addition to the fact that the scientific community of our country should pay much more attention to this field, it can also make use of the achievements of other countries in this field. One of these achievements is the use of the results of their psychological research on children and adolescents, including the growth and development in the dimension of religion, which is almost the same for all children everywhere in the world, and can judge each child based on that age, and if our poets and writers write poetry and write for children have a scientific basis. They have fulfilled their mission in the service of religious education.

    This article also seeks to look at the religious concepts and teachings that exist in the poems of poets through the lens of the research done and their foundations, and to serve the children of this country to the extent of its small capacity. Are the books of poetry bibliographies of the Children's Book Council? It is necessary to give an explanation about the Children's Book Council at the beginning.

    The Children's Book Council is a cultural and non-governmental organization that was established in January 1341 by a group of librarians, educators, experts, writers and illustrators of children's books. The purpose of this council is to develop reading among children, to develop national literature for children and to help collect suitable books.

    The Children's Book Council is the oldest non-governmental organization active in the field of children's and youth literature. One of its prides is that it collects every book that is published for children and teenagers in its library, and various groups that are active in the council such as Groups of stories, poetry, religion, etc. They review selected books, and since 2010, they have been writing descriptive-analytical bibliographies in which each group publishes reviews of several books, and we used the reviewed poems of these bibliographies for the statistical population of this research. rtl;"> 

     

     

    1-1-Definition of the problem and its research importance:

    Children and adolescent literature is known as an independent genre in the field of Persian culture and literature, and children's poetry is one of its important branches. The poetry in our country, Iran, is derived from the new poetry, and not many years have passed yet, and it is wide and diverse in all fields and topics for children from infancy to youth. Children are divided into different age groups, and age groups A and B are among the first and most sensitive groups. From 3 to 6 years of age is the "A" age group and from 6 to 9 years of age is the "B" age group.                                                                                                              One of the topics raised in children's poetry, which is of great importance, is religious thinking and religious concepts, and how these remarkable concepts are proposed and expressed by children's poets. It is necessary to describe and introduce them in such a way that they are understandable for the child and the abstract concepts are not harmed or distorted. Religious concepts that children still do not have a proper understanding of.

    Poets with a cognitive perspective need to be familiar with how children and teenagers of different ages infer these topics so that they can include these concepts in the poem. Theorists in this field have done a lot of research and have examined the stages of development of children's religious understanding, such as Jean Piaget and Ronald Goldman. For example, in Piaget's division of these stages, age groups A and B are placed in the stage of intuitive thinking, where the child understands everything concretely, and in Ronald Goldman's division of these age groups into the period of pre-religious thinking and incomplete religious thinking, the child is classified as the first one, which gradually overcomes the limitations of Intuitive thinking is freed to reach a level of objective operational thinking. For example, one of the signs of a child's thinking in this period is to interpret abstract concepts in the same literal sense.

  • Contents & References of Religious thinking in children's poetry of age groups A and B in the eighties

    List:

    The first chapter. 1

    Generalities of the research. 1

    1-1- Definition of the problem and its research importance: 1

    1-2- Research goals. 2

    1-3- Research questions. 2

    1-4- research hypotheses. 3

    1-5-Overview of the conducted researches 3

    1-6- Research method. 4

    The second chapter. 5

    Basics of research. 5

    2-1- Description of some concepts related to research. 5

    2-1-1- Literature: 5

    2-2-Literature of children and teenagers: 6

    2-3-Poetry. 7

    2-4-Children's poetry: 8

    2-5-Religious and abstract concepts in children: 9

    2-6-Religious concepts in children's literature: 12

    2-7-Children's religious poetry: 12

    2-8-Children of age group A and B: 14

    2-8-1-Age group A (3 to 6 years old): 15

    2-8-2-Age group B (6 to 9 years old): 15

    2-9-Theory of child psychologists: 16

    2-9-1-Jean Piaget's theory: 16

    2-9-2-Ronald Goldman's theory: 18

    2-10-Education Religious concepts: 19

    The third chapter. 21

    Religious concepts and their analysis in poems. 21

    Title

    Part One: Belief dimension. 21

    3-1-1- Theology. 21

    3-1-1-1-Examination of theology in poems 24

    3-1-2-Prophecy: 35

    3-1-2-1- Examination of prophecy in poems 38

    3-1-3-Imamate. 49

    3-1-3-1- Examining the poems of Imamat education. 50

    3-1-4-Resurrection teaching. 63

    3-1-4-1- Examining resurrection in poems 66

    3-1-5- Divine justice. 68

    Part II. 70

    Ibadi dimension. 70

    3-2-1- Prayer and supplication: 70

    3-2-1-1-Examination of prayer and supplication in poems 71

    3-2-2- Fasting: 71

    3-2-2-1-Examination of fasting in poems 76

    3-2-3-1-Examination of Hajj poetry. 78

    3-2-4- Mahram and non-mahram and hijab. 82

    3-2-4-1- Examining the mahram and non-mahram and hijab in poems 82

    3-2-5- Qur'an. 87

    3-2-5-1- Examining the Qur'an in the poems of 87

    The third part. 91

    Ethical dimension. 91

    3-3-1- Examining the moral dimension in poems 92

    Chapter four. 97

    Statistics of research findings. 97

    The fifth chapter. 103

    Conclusion. 103

    List of sources. 123

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Religious thinking in children's poetry of age groups A and B in the eighties
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