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1. ‫ﺍﻟﺴﻌﻮﺩﻳﺔ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﺍﳌﻤﻠﻜﺔ‬
‫ﺍﻟﻌﺎﱄ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﻭﺯﺍﺭﺓ‬
‫ﺍﻟﻘﺮﻯ‬ ‫ﺃﻡ‬ ‫ﺟﺎﻣﻌﺔ‬
‫ﺍﳌﻜﺮﻣﺔ‬ ‫ﲟﻜﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﻛﻠﻴﺔ‬
‫ﻭﺍﳌﻘﺎﺭﻧﺔ‬ ‫ﺍﻹﺳﻼﻣﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﻗﺴﻢ‬
‫ﺍﻟﱰﺑﻮﻳﺔ‬ ‫ﻭﺗﻄﺒﻴﻘﺎﺗﻬﺎ‬ ‫ﻟﻠﻄﻔﻞ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﱰﺑﻴﺔ‬
‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺍﳌﺮﺣﻠﺔ‬ ‫ﰲ‬
‫ﺍﻹﺳﻼ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﰲ‬ ‫ﺍﳌﺎﺟﺴﺘﲑ‬ ‫ﺩﺭﺟﺔ‬ ‫ﻟﻨﻴﻞ‬ ‫ﻣﻜﻤﻞ‬ ‫ﲝﺚ‬‫ﻭﺍﳌﻘﺎﺭﻧﺔ‬ ‫ﻣﻴﺔ‬
‫ﺍﻟﻄﺎﻟﺐ‬ ‫ﺇﻋﺪﺍﺩ‬:
‫ﳏ‬‫ﺍﻟﺸﻬﺮﻱ‬ ‫ﺃﲪﺪ‬ ‫ﻋﻠﻲ‬ ‫ﻤﺪ‬
‫ﺍﳉﺎﻣﻌﻲ‬ ‫ﺍﻟﺮﻗﻢ‬)٤٢٧٨٠٠٨٠(
‫ﺍﻟﺪﻛﺘﻮﺭ‬ ‫ﺇﺷﺮﺍﻑ‬:
‫ﺍﻷﻧﺪﳚﺎﱐ‬ ‫ﺍﻟﻐﻔﻮﺭ‬ ‫ﻋﺒﺪ‬ ‫ﺍﻟﺪﻳﻦ‬ ‫ﳒﻢ‬
‫ﺍﻟﺜﺎﱐ‬ ‫ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﺍﻟﻔﺼﻞ‬
١٤٢٩/١٤٣٠‫ﻫـ‬

2. ‫ب‬
‫ﻟﻠـﻄـﻔـﻞ‬ ‫ﺍﻟـﻮﺟـﺪﺍﻧـﻴـﺔ‬ ‫ﺍﻟـﺘـﺮﺑـﻴـﺔ‬
‫ﭧ‬‫ﭨ‬
‫ﭽ‬‫ﭑ‬‫ٻ‬‫ﭓ‬‫ﭔ‬‫ﭕپ‬‫ﭗ‬‫ﭘ‬‫ﭙ‬‫ڀ‬‫ﭛ‬‫ﭜ‬‫ﭝ‬‫ٺ‬‫ﭟ‬‫ﭼ‬]‫ﺳﻮرة‬‫ﺍﻟﻜﻬﻒ‬:٤٦[
]‫ﺗﺮﺑﻮﻳﺔ‬ ‫ﺃﻗﻮﺍﻝ‬[
·‫ﺍﷲ‬ ‫ﺭﺣﻤﻪ‬ ‫ﻗﻄﺐ‬ ‫ﺳﻴﺪ‬ ‫ﻗﺎﻝ‬:‫ﺃﺅﻣﻦ‬ ‫ﻭﻟﻜﻨﻨﻲ‬ ، ‫ﺍﻟﺜﻘﺎﻓﺔ‬ ‫ﺑﻘﻮﺓ‬ ‫ﺃﺅﻣﻦ‬ ، ‫ﺍﻟﻤﻌﺮﻓﺔ‬ ‫ﺑﻘﻮﺓ‬ ‫ﺃﺅﻣﻦ‬ ‫ﺇﻧﻨﻲ‬
‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺑﻘﻮﺓ‬ ‫ﺃﻛﺜﺮ‬.
·‫ﻋﻨﺪﻩ‬ ‫ﺍﻟﻌﻠﻢ‬ ‫ﺍﺑﻨﻪ‬ ‫ﻳﻄﻠﺐ‬ ‫ﻣﻤﻦ‬ ‫ﺍﷲ‬ ‫ﺭﺣﻤﻪ‬ ‫ﺳﺤﻨﻮﻥ‬ ‫ﻻﺑﻦ‬ ‫ﺭﺟﻞ‬ ‫ﻗﺎﻝ‬:‫ﺍﻟﻌﻤﻞ‬ ‫ﺃﺗﻮﻟﻰ‬ ‫ﺇﻧﻨﻲ‬، ‫ﺑﻨﻔﺴﻲ‬
‫ﻟﻪ‬ ‫ﻓﻘﺎﻝ‬ ، ‫ﻓﻴﻪ‬ ‫ﻫﻮ‬ ‫ﻋﻤﺎ‬ ‫ﺃﺷﻐﻠﻪ‬ ‫ﻭﻻ‬:‫ﻭﺍﻟﺮﺑﺎﻁ‬ ‫ﺍﻟﺤﺞ‬ ‫ﻣﻦ‬ ‫ﺃﻋﻈﻢ‬ ‫ﺫﻟﻚ‬ ‫ﻓﻲ‬ ‫ﺃﺟﺮﻙ‬ ‫ﺃﻥ‬ ‫ﺃﻋﻠﻤﺖ‬
‫ﻭﺍﻟﺠﻬﺎﺩ‬.
·‫ﺍﻟﺤﻜﻤﺎﺀ‬ ‫ﺃﺣﺪ‬ ‫ﻗﺎﻝ‬:‫ﻗ‬ ‫ﺍﻷﻃﻔﺎﻝ‬ ‫ﺑﺘﺮﺑﻴﺔ‬ ‫ﺑﺎﺩﺭﻭﺍ‬‫ﺍﻟﻜﺒﻴﺮ‬ ‫ﻛﺎﻥ‬ ‫ﻭﺇﻥ‬ ‫ﻭﺇﻧﻪ‬ ، ‫ﺍﻷﺷﻐﺎﻝ‬ ‫ﺗﺮﺍﻛﻢ‬ ‫ﺒﻞ‬
‫ﻗﻠ‬ ‫ﺃﺷﻐﻞ‬ ‫ﺃﻧﻪ‬ ‫ﺇﻻ‬ ، ‫ﹰ‬‫ﻼ‬‫ﻋﻘ‬ ‫ﺃﻭﻗﺪ‬‫ﹰ‬‫ﺎ‬‫ﺒ‬.)، ‫ﺳﻮﻳﺪ‬١٤٠٨‫ﺹ‬ ، ‫ﻫـ‬٤(
 
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﻠﺨﺺ‬
‫ﻋ‬‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻨﻮﺍﻥ‬:‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺍﳌﺮﺣﻠﺔ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺎ‬‫ﻭﺗﻄﺒﻴﻘﺎ‬ ‫ﻟﻠﻄﻔﻞ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬.
‫ﺍﻟﺒﺎﺣﺚ‬ ‫ﺍﺳﻢ‬:‫ﺍﻟﺸﻬﺮﻱ‬ ‫ﺍﻟﺸﻐﻴﱯ‬ ‫ﺃﲪﺪ‬ ‫ﺑﻦ‬ ‫ﻋﻠﻲ‬ ‫ﺑﻦ‬ ‫ﳏﻤﺪ‬.
‫ﺍﻟﺪﺭﺟﺔ‬:‫ﺍﳌﺎﺟﺴﺘﲑ‬.‫ﺍﻟﺘﺨﺼﺺ‬:‫ﺇﺳﻼﻣﻴﺔ‬ ‫ﺗﺮﺑﻴﺔ‬.

3. ‫ج‬
‫ﻟﻠـﻄـﻔـﻞ‬ ‫ﺍﻟـﻮﺟـﺪﺍﻧـﻴـﺔ‬ ‫ﺍﻟـﺘـﺮﺑـﻴـﺔ‬
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻫﺪﻑ‬:‫ﻭﺍ‬ ‫ﻟﻠﻄﻔﻞ‬ ‫ﺑﺎﻟﻨﺴﺒﺔ‬ ‫ﺃﳘﻴﺘﻬﺎ‬ ‫ﻭ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺑﻴﺎﻥ‬‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳـﺔ‬ ‫ﺍﻟﺘﻄﺒﻴﻘﺎﺕ‬ ‫ﺑﻌﺾ‬ ‫ﻭﺗﻮﺿﻴﺢ‬ ، ‫ﻓﻴﻬﺎ‬ ‫ﺍﳌﺆﺛﺮﺓ‬ ‫ﺍﻟﻌﻮﺍﻣﻞ‬ ‫ﻭﺑﻌﺾ‬ ‫ﺍﻹﺳﻼﻡ‬ ‫ﰲ‬ ‫ﻟﻠﻄﻔﻞ‬ ‫ﻟﺒﻨﺎﺋﻬﺎ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﻷﺳﺲ‬
‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺍﳌﺮﺣﻠﺔ‬.
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﻨﻬﺞ‬:‫ﺍﻟﻮﺻﻔﻲ‬ ‫ﺍﳌﻨﻬﺞ‬.
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻓﺼﻮﻝ‬:‫ﻫﻲ‬ ‫ﺍﻟﻔﺼﻮﻝ‬ ‫ﻭﻫﺬﻩ‬ ‫ﻭﺍﻟﺘﻮﺻﻴﺎﺕ‬ ‫ﺍﻟﻨﺘﺎﺋﺞ‬ ‫ﺑﺎﺳﺘﺜﻨﺎﺀ‬ ‫ﻓﺼﻮﻝ‬ ‫ﺳﺘﺔ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻫﺬﻩ‬ ‫ﺗﻜﻮﻧﺖ‬:
‫ﺍﻷﻭﻝ‬ ‫ﺍﻟﻔﺼﻞ‬:‫ﻟﻠﺪﺭﺍﺳﺔ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﳌﺪﺧﻞ‬.
‫ﺍﻟﺜﺎﱐ‬ ‫ﺍﻟﻔﺼﻞ‬:‫ﺍﻹﺳﻼﻡ‬ ‫ﰲ‬ ‫ﺍﻟﻄﻔﻮﻟﺔ‬.
‫ﺍﻟﺜﺎﻟﺚ‬ ‫ﺍﻟﻔﺼﻞ‬:‫ﺍﻹﺳﻼﻡ‬ ‫ﰲ‬ ‫ﻟﻠﻄﻔﻞ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬.
‫ﺍﻟﺮﺍﺑﻊ‬ ‫ﺍﻟﻔﺼﻞ‬:‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺃﺳﺲ‬‫ﺍﻹﺳﻼﻡ‬ ‫ﰲ‬ ‫ﻟﻠﻄﻔﻞ‬.
‫ﺍﳋﺎﻣﺲ‬ ‫ﺍﻟﻔﺼﻞ‬:‫ﺑﻌﺾ‬‫ﻋﻠﻰ‬ ‫ﺍﳌﺆﺛﺮﺍﺕ‬‫ﻟﻠﻄﻔﻞ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬.
‫ﺍﻟﺴﺎﺩﺱ‬ ‫ﺍﻟﻔﺼﻞ‬:‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺍﳌﺮﺣﻠﺔ‬ ‫ﰲ‬ ‫ﻟﻠﻄﻔﻞ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬.‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻭﻣﺮﺍﺟﻊ‬ ‫ﻭﺍﳌﻘﺘﺮﺣﺎﺕ‬ ‫ﻭﺍﻟﺘﻮﺻﻴﺎﺕ‬ ‫ﺍﻟﻨﺘﺎﺋﺞ‬ ‫ﰒ‬.
‫ﺍﻟﻨﺘﺎﺋﺞ‬ ‫ﺃﻫﻢ‬:
‫ﺃﳘﻬﺎ‬ ‫ﻣﻦ‬ ‫ﻧﺘﺎﺋﺞ‬ ‫ﻋﺪﺓ‬ ‫ﺇﱃ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻫﺬﻩ‬ ‫ﺗﻮﺻﻠﺖ‬:
)١(‫ﺗﺘﺸ‬ ‫ﻓﻴﻬﺎ‬ ‫ﻷﻥ‬ ‫ﻣﺮﺣﻠﺔ‬ ‫ﺃﻫﻢ‬ ‫ﺗﻜﻮﻥ‬ ‫ﺭﲟﺎ‬ ‫ﺑﻞ‬ ‫ﺍﻹﻧﺴﺎﻥ‬ ‫ﺣﻴﺎﺓ‬ ‫ﻣﺮﺍﺣﻞ‬ ‫ﺑﻘﻴﺔ‬ ‫ﻋﻦ‬ ‫ﺃﳘﻴﺔ‬ ‫ﺗﻘﻞ‬ ‫ﻻ‬ ‫ﺍﻟﻄﻔﻮﻟﺔ‬ ‫ﻣﺮﺣﻠﺔ‬ ‫ﺃﻥ‬‫ﺣﺎﺿﺮﻩ‬ ‫ﰲ‬ ‫ﺳﻠﻮﻛﻪ‬ ‫ﻋﻠﻰ‬ ‫ﹰ‬‫ﺎ‬‫ﺇﳚﺎﺑ‬ ‫ﺃﻭ‬ ‫ﹰ‬‫ﺎ‬‫ﺳﻠﺒ‬ ‫ﻳﺆﺛﺮ‬ ‫ﲟﺎ‬ ‫ﺍﻟﻄﻔﻞ‬ ‫ﺷﺨﺼﻴﺔ‬ ‫ﻜﻞ‬
‫ﻭﻣﺴﺘﻘﺒﻠﻪ‬.
)٢(‫ﺳ‬ ‫ﻋﻠﻰ‬ ‫ﺗﺆﺛﺮ‬ ‫ﺎ‬‫ﻷ‬ ‫ﹰ‬‫ﺎ‬‫ﺑﺎﻟﻐ‬ ‫ﹰ‬‫ﺎ‬‫ﺍﻫﺘﻤﺎﻣ‬ ‫ﺍﻹﺳﻼﻣﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺎ‬ ‫ﺍﻫﺘﻤﺖ‬ ‫ﻟﺬﺍ‬ ‫ﺍﻹﺳﻼﻣﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺟﻮﺍﻧﺐ‬ ‫ﻣﻦ‬ ‫ﻳﺘﺠﺰﺃ‬ ‫ﻻ‬ ‫ﺟﺰﺀ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺃﻥ‬‫ﳍـﺬﺍ‬ ‫ﺍﶈﺮﻛﺎﺕ‬ ‫ﲟﺜﺎﺑﺔ‬ ‫ﻌﺪ‬‫ﺗ‬‫ﻭ‬ ‫ﺍﻹﻧﺴﺎﻥ‬ ‫ﻠﻮﻙ‬
‫ﻣﺮﺣ‬ ‫ﰲ‬ ‫ﺳﻴﻤﺎ‬ ‫ﻻ‬ ‫ﺍﻟﺴﻠﻮﻙ‬‫ﺍﻟﻄﻔﻮﻟﺔ‬ ‫ﻠﺔ‬.
)٣(‫ﺍﻻﺗﺰﺍﻥ‬ ‫ﰲ‬ ‫ﺧﻠﻞ‬ ‫ﺇﱃ‬ ‫ﻳﺆﺩﻱ‬ ‫ﻗﺪ‬ ‫ﺇﺷﺒﺎﻋﻬﺎ‬ ‫ﻣﻦ‬ ‫ﻭﺍﳊﺮﻣﺎﻥ‬ ، ‫ﺇﺷﺒﺎﻋﻬﺎ‬ ‫ﻭﺍﳌﻌﻠﻤﲔ‬ ‫ﻭﺍﳌﺮﺑﲔ‬ ‫ﺍﻵﺑﺎﺀ‬ ‫ﻋﻠﻰ‬ ‫ﳚﺐ‬ ‫ﻭﺟﺪﺍﻧﻴﺔ‬ ‫ﺣﺎﺟﺎﺕ‬ ‫ﻟﻠﻄﻔﻞ‬ ‫ﺃﻥ‬.
)٤(‫ﺍﻷ‬ ‫ﻣﻊ‬ ‫ﺗﻌﺎﻣﻠﻪ‬ ‫ﰲ‬ ‫ﻭﺳﻠﻢ‬ ‫ﻋﻠﻴﻪ‬ ‫ﺍﷲ‬ ‫ﺻﻠﻰ‬ ‫ﺍﻟﺮﺳﻮﻝ‬ ‫ﺳﲑﺓ‬ ‫ﻣﻦ‬ ‫ﻣﺴﺘﻨﺒﻄﺔ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﺗﻘﻮﻡ‬ ‫ﹰ‬‫ﺔ‬‫ﺗﺮﺑﻮﻳ‬ ‫ﹰ‬‫ﺎ‬‫ﺃﺳﺴ‬ ‫ﺍﻷﻃﻔﺎﻝ‬ ‫ﻋﻨﺪ‬ ‫ﻭﺍﻟﻌﺎﻃﻔﻴﺔ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﻟﻠﺘﺮﺑﻴﺔ‬ ‫ﺃﻥ‬‫ﻃ‬‫ﻔﺎﻝ‬.
)٥(‫ﻭﺍﳌﺪﺭﺳﺔ‬ ‫ﺍﻷﺳﺮﺓ‬ ‫ﺭﺃﺳﻬﺎ‬ ‫ﻭﻋﻠﻰ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺍﳌﺆﺳﺴﺎﺕ‬ ‫ﰲ‬ ‫ﻤﺎﺭﺱ‬‫ﺗ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺟﻮﺍﻧﺐ‬ ‫ﻣﻦ‬ ‫ﻛﻐﲑﻫﺎ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺃﻥ‬.
)٦(‫ﺍﳌﺮﺣﻠﺔ‬ ‫ﺃﻃﻔﺎﻝ‬ ‫ﻟﺪﻯ‬ ‫ﺍﻟﻮﺟﺪﺍﱐ‬ ‫ﺍﳉﺎﻧﺐ‬ ‫ﺗﻨﻤﻴﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻳﺴﺎﻋﺪ‬ ‫ﺍﻷﻫﺪﺍﻑ‬ ‫ﻫﺬﻩ‬ ‫ﳛﻘﻖ‬ ‫ﺍﻟﺬﻱ‬ ‫ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﻭﺍﶈﺘﻮﻯ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺑﺄﻫﺪﺍﻑ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﺃﻥ‬‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬.
‫ﺍﻟﺘﻮ‬ ‫ﺃﻫﻢ‬‫ﺻﻴﺎﺕ‬:
‫ﺁﺕ‬ ‫ﻫﻮ‬ ‫ﲟﺎ‬ ‫ﺗﻮﺻﻲ‬ ‫ﺎ‬‫ﻓﺈ‬ ‫ﻧﺘﺎﺋﺞ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻫﺬﻩ‬ ‫ﻟﻪ‬ ‫ﺗﻮﺻﻠﺖ‬ ‫ﻣﺎ‬ ‫ﻋﻠﻰ‬ ً‫ﺀ‬‫ﺑﻨﺎ‬:
)١(‫ﻣﺘﻮﺍﺯﻧﺔ‬ ‫ﹰ‬‫ﺔ‬‫ﺷﺎﻣﻠ‬ ‫ﹰ‬‫ﺔ‬‫ﻣﺘﻜﺎﻣﻠ‬ ‫ﹰ‬‫ﺔ‬‫ﺻﺤﻴﺤ‬ ‫ﹰ‬‫ﺔ‬‫ﺗﺮﺑﻴ‬ ‫ﺍﻟﻄﻔﻞ‬ ‫ﻭﺗﺮﺑﻴﺔ‬ ‫ﺍﻟﻄﻔﻮﻟﺔ‬ ‫ﲟﺮﺣﻠﺔ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬.
)٢(‫ﺍﻹﺳﻼﻣﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺟﻮﺍﻧﺐ‬ ‫ﻣﻦ‬ ‫ﻣﻬﻢ‬ ‫ﻛﺠﺎﻧﺐ‬ ‫ﺍﻷﻃﻔﺎﻝ‬ ‫ﻟﺪﻯ‬ ‫ﺍﻟﻮﺟﺪﺍﱐ‬ ‫ﺑﺎﳉﺎﻧﺐ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬.
)٣(‫ﺍﻟﻄﻔﻞ‬ ‫ﺣﺎﺟﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺮﻑ‬‫ﻟﺪﻯ‬ ‫ﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﻭﺍﻟﺼﺤﺔ‬ ‫ﺍﻟﻨﻔﺴﻲ‬ ‫ﻭﺍﻟﺘﻮﺍﻓﻖ‬ ‫ﺍﻟﻮﺟﺪﺍﱐ‬ ‫ﻟﻠﻨﻤﻮ‬ ‫ﻣﺴﺘﻮﻯ‬ ‫ﺃﻓﻀﻞ‬ ‫ﺇﱃ‬ ‫ﺍﻟﻮﺻﻮﻝ‬ ‫ﻋﻠﻰ‬ ‫ﻳﺴﺎﻋﺪ‬ ‫ﳑﺎ‬ ‫ﺇﺷﺒﺎﻋﻬﺎ‬ ‫ﻃﺮﻕ‬ ‫ﻭﻣﻌﺮﻓﺔ‬ ‫ﻭﻓﻬﻤﻬﺎ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬
‫ﺍﻷﻃﻔﺎﻝ‬.
)٤(‫ﺍﻟﺮﺳﻮﻝ‬ ‫ﺳﲑﺓ‬ ‫ﺗﻌﻠﻢ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﻭﺍﳌﺪﺭﺳﺔ‬ ‫ﺍﻷﺳﺮﺓ‬ ‫ﰲ‬ ‫ﺍﻟﻮﺟﺪﺍﱐ‬ ‫ﺍﻟﺒﻨﺎﺀ‬ ‫ﺃﺳﺲ‬ ‫ﺗﻄﺒﻴﻖ‬r‫ﺍﻷﻃﻔﺎﻝ‬ ‫ﻣﻊ‬ ‫ﺗﻌﺎﻣﻠﻪ‬ ‫ﻭﻛﻴﻔﻴﺔ‬.
)٥(‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻷﻫﺪﺍﻑ‬ ‫ﲢﺪﻳﺪ‬‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺍﳌﺮﺣﻠﺔ‬ ‫ﻃﻼﺏ‬ ‫ﻟﺪﻯ‬ ‫ﺍﻷﻫﺪﺍﻑ‬ ‫ﻫﺬﻩ‬ ‫ﻟﺘﺤﻘﻴﻖ‬ ‫ﺍﳌﻨﺎﺳﺐ‬ ‫ﺍﶈﺘﻮﻯ‬ ‫ﻭﺍﺧﺘﻴﺎﺭ‬.
)٦(‫ﻭﺍﻟﻌﺎ‬ ‫ﺍﻟﻮﺟﺪﺍﱐ‬ ‫ﺍﳉﺎﻧﺐ‬ ‫ﳕﻮ‬ ‫ﻋﻠﻰ‬ ‫ﻳﺴﺎﻋﺪ‬ ‫ﳑﺎ‬ ‫ﺍﻷﻃﻔﺎﻝ‬ ‫ﻧﻔﻮﺱ‬ ‫ﰲ‬ ‫ﹰ‬‫ﺍ‬‫ﺃﺛﺮ‬ ‫ﻭﺃﻋﻈﻤﻬﺎ‬ ‫ﺍﻟﻄﺮﻕ‬ ‫ﺃﻓﻀﻞ‬ ‫ﻭﺍﺧﺘﻴﺎﺭ‬ ‫ﺍﳌﺴﺘﺨﺪﻣﺔ‬ ‫ﺍﻟﺘﺪﺭﻳﺲ‬ ‫ﻃﺮﻕ‬ ‫ﰲ‬ ‫ﺍﻟﻨﻈﺮ‬ ‫ﺇﻋﺎﺩﺓ‬‫ﻟﺪﻳﻬﻢ‬ ‫ﻃﻔﻲ‬.
)٧(‫ﺍﳉ‬ ‫ﺗﻨﻤﻴﺔ‬ ‫ﺎ‬‫ﺷﺄ‬ ‫ﻣﻦ‬ ‫ﺍﻟﱵ‬ ‫ﺍﳌﺪﺭﺳﻴﺔ‬ ‫ﺍﻷﻧﺸﻄﺔ‬ ‫ﺗﻔﻌﻴﻞ‬‫ﺍﻟﻄﻼﺏ‬ ‫ﻟﺪﻯ‬ ‫ﺍﻟﻮﺟﺪﺍﱐ‬ ‫ﺎﻧﺐ‬.
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ABSTRACT
Study Title: The Sentimental education for the child and its applications in the primary stage.
Researcher Name: Mohamed Bin Ali Bin Ahmed Al-Sheghaibi Al-Shihri
Degree: Master

4. ‫د‬
‫ﻟﻠـﻄـﻔـﻞ‬ ‫ﺍﻟـﻮﺟـﺪﺍﻧـﻴـﺔ‬ ‫ﺍﻟـﺘـﺮﺑـﻴـﺔ‬
Specialization: Islamic Education
Study Objective: Identifying sentimental education, the importance for the child, the educational bases to create it in the
child in Islam, factors effect it, explaining some educational applications in the primary stage.
Approach to the study: descriptive approach .
Study chapters: This study consisted of six chapters, except the findings and recommendations and these chapters are :
The first chapter : Entrance of the study
The second chapter : The childhood in Islam.
The third chapter :The sentimental education for the child in Islam.
The fourth chapter :The educational bases to create sentimental constituting for the child in Islam.
The fifth chapter : Some factors effect the sentimental education in the child.
The sixth chapter : Applications of sentimental education for the child in the primary stage.
Then the findings and recommendations proposals and Literature study
Major Outcomes:
This study draws the following results:
(1) that the phase of childhood is no less important than the other stages of human life, but perhaps the most important
phase as it has shaped the child's personality, including positively or negatively affect his behavior in the present and
future.
(2) that education is an integral part of the emotional aspects of Islamic education is therefore a focus of keen interest in
Islamic education because they affect human behavior and is a motor of this behavior, especially in childhood.
(3) that the child's emotional needs and the parents, educators and teachers satisfied, satisfied, and the deprivation of may
lead to an imbalance in the balance.
(4) that the sentimental and emotional upbringing of children by the educational foundation is derived from the biography
of the Prophet peace be upon him in dealing with children.
(5) that education, like the emotional aspects of education practiced in educational institutions, especially the family and
school.
(6) that the interest in the objectives of the emotional and academic content to achieve these objectives, which help to
develop the emotional side of the primary school children.
Major Recommendations:
According to the above results, the study recommends the followings:
(1) Interest in child rearing and child - rearing in an integrated and balanced correctly
(2) Concerning about sentimental part in children is recommended as an important part of the Islamic education.
(3) The study recommends identifying the child sentimental needs, understanding them, then finding the way to satisfy
them. This helps to reach the best level of sentimental growth, and emotional conformity, and psychological health in
children.
(4) The application of the emotional foundations of the building in the family and school learning through the biography
of the Prophet peace be upon him, and how to deal with children.
(5) Identifying the sentimental objectives as well as choosing the appropriate content to achieve these objectives for
children in primary stages.
(6) Reviewing the current teaching methods, and choosing the best and the effective one in the children, this helps in
emotional and sentimental growth of children.
(7) Activating the school activities which lead to develop sentimental behavior in the students.
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‫ﺍﻹﻫـــــﺪﺍء‬

5. ‫ه‬
‫ﻟﻠـﻄـﻔـﻞ‬ ‫ﺍﻟـﻮﺟـﺪﺍﻧـﻴـﺔ‬ ‫ﺍﻟـﺘـﺮﺑـﻴـﺔ‬
·‫ﺍﻟ‬ ‫ِﻌﻢ‬ ‫ﻧ‬ ‫ﱄ‬ ‫ﻛﺎﻥ‬ ‫ﻓﻘﺪ‬ ‫ﺩﺭﺍﺳﺘﻲ‬ ‫ﺇﻛﻤﺎﻝ‬ ‫ﻋﻠﻰ‬ ‫ﺷﺠﻌﻨﻲ‬ ‫ﺍﻟﺬﻱ‬ ‫ﺗﻌﺎﱃ‬ ‫ﺍﷲ‬ ‫ﺣﻔﻈﻪ‬ ‫ﺍﻟﻌﺰﻳﺰ‬ ‫ﻭﺍﻟﺪﻱ‬ ‫ﺇﱃ‬‫ﻛـﻞ‬ ‫ﻋﻨﻲ‬ ‫ﺍﷲ‬ ‫ﻓﺠﺰﺍﻩ‬ ‫ﺴﻨﺪ‬
‫ﺧﲑ‬.
·‫ﻭﺍﻟﻮﻓـﺎء‬ ‫ﺍﳊـﺐ‬ ‫ﻣﻌـﺎﻧﻲ‬ ‫ﻧﻔﺴـﻲ‬ ‫ﰲ‬ ‫ﻏﺮﺳـﺖ‬ ‫ﺍﻟﺘـﻲ‬ ، ‫ﺑﺮﻫـﺎ‬ ‫ﺇﱃ‬ ‫ﻭﻭﻓﻘﻨـﻲ‬ ‫ﺳـﻮء‬ ‫ﻛـﻞ‬ ‫ﻣﻦ‬ ‫ﺗﻌﺎﱃ‬ ‫ﺍﷲ‬ ‫ﺣﻔﻈﻬﺎ‬ ‫ﻭﺍﻟﺪﺗﻲ‬ ‫ﺇﱃ‬
‫ﺍﻟﻌﻠﻢ‬ ‫ﻭﺣﺐ‬ ‫ﻭﺍﻹﺧﻼﺹ‬.
‫ﺍﳌﲎ‬ ‫ﰲ‬ ‫ﻳــﺎﺭﺟــﺎﺋﻲ‬ ‫ﻭﺃﻣـﻲ‬ ‫ﺃﺑـﺘـﻲ‬
‫ﺍﻹﻳـﺜـــﺎﺭ‬ ‫ﻣــﻨـﺒـﻊ‬ ‫ﻭﺃﻣــﻲ‬ ‫ﺃﺑـﺘـﻲ‬
‫ﺑـــﺪﻋﺎﻛﻤﺎ‬ ‫ﺫﺧــﲑﺗـﻲ‬ ‫ﺟﻌﻠﺖ‬ ‫ﺇﻧﻲ‬
‫ﺍﻷﺧـﻄــﺎﺭ‬ ‫ﻋـﻠﻰ‬ ‫ﻋـﻮﻧـﻲ‬ ‫ﻭﺭﺿـﺎﻛـﻤﺎ‬
·‫ﺍﻟﺘ‬ ‫ﺣﻴﺎﺗﻲ‬ ‫ﻭﺷﺮﻳﻜﺔ‬ ‫ﺍﻟﻐﺎﻟﻴﺔ‬ ‫ﺯﻭﺟﺘﻲ‬ ‫ﺇﱃ‬‫ﺍﻷﺛـﺮ‬ ‫ﳍـﺎ‬ ‫ﻛـﺎﻥ‬ ‫ﻭﺍﻟﺘـﻲ‬ ‫ﻟﻠﺪﺭﺍﺳـﺔ‬ ‫ﻣﻮﺍﺻﻠﺘﻲ‬ ‫ﺳﺒﻴﻞ‬ ‫ﰲ‬ ‫ﻭﺍﺣﺘﺴﺒﺖ‬ ‫ﺻﱪﺕ‬ ‫ﻲ‬
‫ﻭﺍﻟﺒﺤﺜﻴﺔ‬ ‫ﺍﳌﻨﻬﺠﻴﺔ‬ ‫ﺩﺭﺍﺳﺘﻲ‬ ‫ﰲ‬ ‫ﺍﻟﻮﺍﺿﺢ‬.
·‫ﻗـﺮﺓ‬ ‫ﻭﺟﻌﻠﻬﻤـﺎ‬ ‫ﺍﻟﻜـﺮﻳﻢ‬ ‫ﻛﺘﺎﺑﻪ‬ ‫ﺣﻔﻈﺔ‬ ‫ﻣﻦ‬ ‫ﻭﺟﻌﻠﻬﻤﺎ‬ ‫ﺗﻌﺎﱃ‬ ‫ﺍﷲ‬ ‫ﺣﻔﻈﻬﻤﺎ‬ ‫ﻭﺋﺎﻡ‬ ‫ﻭﺍﺑﻨﺘﻲ‬ ، ‫ﻋﻠﻲ‬ ‫ﺍﺑﻨﻲ‬ ‫ﺃﻛﺒﺎﺩﻱ‬ ‫ﻓﻠﺬﺍﺕ‬ ‫ﺇﱃ‬
‫ﻭﻟﻮﺍﻟﺪﺗﻬﻤﺎ‬ ‫ﱄ‬ ‫ﻋﲔ‬.
·‫ﻭﻭﺍﻟﺪﻩ‬ ‫ﻭﺍﻟﺪ‬ ‫ﻛﻞ‬ ‫ﺇﱃ‬.
·‫ﻭﻣﻌﻠﻤﺔ‬ ‫ﻣﻌﻠﻢ‬ ‫ﻛﻞ‬ ‫ﺇﱃ‬.
·‫ﻭﻣﺮﺑﻴﺔ‬ ٍ ‫ﻣﺮﺏ‬ ‫ﻛﻞ‬ ‫ﺇﱃ‬.
‫ﺳﺒﺤﺎﻧﻪ‬ ‫ﺑﺈﺫﻧﻪ‬ ً ‫ﻧﺎﻓﻌﺎ‬ ً ‫ﺧﺎﻟﺼﺎ‬ ‫ﳚﻌﻠﻪ‬ ‫ﺃﻥ‬ ‫ﺃﺳﺄﻝ‬ َ ‫ﺍﷲ‬ ‫ﻭﻟﻜﻦ‬ ، ‫ﺍﳌﻘﻞ‬ ‫ﺟﻬﺪ‬ ‫ﺇﻻ‬ ‫ﻫﻮ‬ ‫ﻓﻤﺎ‬ ‫ﺍﳌﺘﻮﺍﺿﻊ‬ ‫ﺍﳉﻬﺪ‬ ‫ﻫﺬﺍ‬ ‫ﺃﻫﺪﻱ‬ ‫ﻫﺆﻻء‬ ‫ﻛﻞ‬ ‫ﺇﱃ‬
‫ﻭﺗﻌﺎﱃ‬.
،،، ‫ﺍﻟﺘﻮﻓﻴﻖ‬ ‫ﻭﱄ‬ ‫ﻭﺍﷲ‬
‫ﻭﺍﻟﺘﻘـــــﺪﻳﺮ‬ ‫ﺍﻟﺸــــﻜﺮ‬

6. ‫و‬
‫ﻟﻠـﻄـﻔـﻞ‬ ‫ﺍﻟـﻮﺟـﺪﺍﻧـﻴـﺔ‬ ‫ﺍﻟـﺘـﺮﺑـﻴـﺔ‬
‫ﻫﺬﻩ‬ ‫ﺇﲤﺎﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺃﻋﺎﻧﻨﻲ‬ ‫ﺍﻟﺬﻱ‬ ‫ﺍﻟﻘﺪﻳﺮ‬ ‫ﺍﻟﻌﻠﻲ‬ ‫ﺍﷲ‬ ‫ﺃﺷﻜﺮ‬‫ﺍﳊﻤـﺪ‬ ‫ﻓﻠـﻪ‬ ، ‫ﻜﺮ‬ ُ ‫ﺷ‬ ‫ﻣﻦ‬ ‫ﺃﺟﻞ‬ ‫ﻭﻫﻮ‬ ‫ﻛﺮ‬ ُ ‫ﺫ‬ ‫ﻣﻦ‬ ‫ﺃﺣﻖ‬ ‫ﻓﻬﻮ‬ ، ‫ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﺍﻟﺮﺿﺎ‬ ‫ﺑﻌﺪ‬ ‫ﺍﳊﻤﺪ‬ ‫ﻭﻟﻪ‬ ‫ﺭﺿﻲ‬ ‫ﺇﺫﺍ‬ ‫ﺍﳊﻤﺪ‬ ‫ﻭﻟﻪ‬ ‫ﻳﺮﺿﻰ‬ ‫ﺣﱴ‬
‫ﻭﺳﻠﻢ‬ ‫ﻋﻠﻴﻪ‬ ‫ﺍﷲ‬ ‫ﺻﻠﻰ‬ ‫ﺍﻟﻨﺒﻲ‬ ‫ﻗﺎﻝ‬ ‫ﻓﻘﺪ‬ ‫ﻭﻧﺼﺢ‬ ‫ﻭﺩﻋﺎ‬ ‫ﻭﺳﺎﻋﺪ‬ ‫ﺳﺎﻫﻢ‬ ‫ﻣﻦ‬ ‫ﻛﻞ‬ ‫ﺇﱃ‬ ‫ﻭﺍﻟﺘﻘﺪﻳﺮ‬ ‫ﺍﻟﺸﻜﺮ‬ ‫ﺛﻢ‬) :‫ﻻ‬‫ﻳﺸـﻜﺮ‬‫ﺍﷲ‬‫ﻣـﻦ‬
‫ﻻ‬‫ﻳﺸﻜﺮ‬‫ﺍﻟﻨﺎﺱ‬()‫ﺩ‬ ، ‫ﻭﺩ‬ ‫ﺃﺑﻮﺩﺍ‬.‫ﺝ‬ ، ‫ﺕ‬٢‫ﺹ‬ ،٦٧١. (
‫ﺍﳉـﺪ‬ ‫ﻋﻠـﻰ‬ ً ‫ﺩﺍﺋﻤـﺎ‬ ‫ﳛﺜـﺎﻧﻨﻲ‬ ‫ﻭﻛﺎﻧـﺎ‬ ‫ﱄ‬ ‫ﺳـﻨﺪ‬ ‫ﺧـﲑ‬ ‫ﻛﺎﻧـﺎ‬ ‫ﺍﻟﻠـﺬﺍﻥ‬ ‫ﺍﷲ‬ ‫ﺣﻔﻈﻬﻤﺎ‬ ‫ﻭﻭﺍﻟﺪﺗﻲ‬ ‫ﻭﺍﻟﺪﻱ‬ ‫ﺍﳉﺰﻳﻞ‬ ‫ﺑﺎﻟﺸﻜﺮ‬ ‫ﻭﺃﺧﺺ‬
‫ﺩﻳ‬ ‫ﺃﻣﻮﺭ‬ ‫ﻋﻠﻰ‬ ‫ﱄ‬ ً ‫ﻭﻋﻮﻧﺎ‬ ‫ﱄ‬ ً ‫ﺫﺧﺮﺍ‬ ‫ﺗﻌﺎﱃ‬ ‫ﺍﷲ‬ ‫ﻳﺒﻘﻴﻬﻤﺎ‬ ‫ﺑﺄﻥ‬ ‫ﺍﻟﺪﻋﺎء‬ ‫ﻛﻞ‬ ‫ﻣﻨﻲ‬ ‫ﻓﻠﻬﻤﺎ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻭﻣﻮﺍﺻﻠﺔ‬ ‫ﻭﺍﻻﺟﺘﻬﺎﺩ‬‫ﻭﺩﻧﻴﺎﻱ‬ ‫ﻨﻲ‬
‫ﺑﺮﻫﻤﺎ‬ ‫ﺇﱃ‬ ‫ﻳﻮﻓﻘﻨﻲ‬ ‫ﻭﺃﻥ‬.
‫ﺃﺗﻘﺪﻡ‬ ‫ﻛﻤﺎ‬‫ﺩﺭﺍﺳـﺘﻬﻢ‬ ‫ﻹﻛﻤـﺎﻝ‬ ‫ﺍﻟﻄـﻼﺏ‬ ‫ﻷﺑﻨﺎﺋﻬـﺎ‬ ‫ﺃﺑﻮﺍﺑﻬـﺎ‬ ‫ﻓﺘﺤـﺖ‬ ‫ﺍﻟﺘـﻲ‬ ‫ﺍﻟﻘﺮﻯ‬ ‫ﺃﻡ‬ ‫ﺟﺎﻣﻌﺔ‬ ‫ﺇﱃ‬ ‫ﻭﺍﻟﻌﺮﻓﺎﻥ‬ ‫ﺍﻟﺸﻜﺮ‬ ‫ﲜﺰﻳﻞ‬
‫ﺩ‬ ‫ﺍﻟﺴـﺎﺑﻖ‬ ‫ﺍﳉﺎﻣﻌـﺔ‬ ‫ﻣـﺪﻳﺮ‬ ‫ﻣﻌﺎﱄ‬ ‫ﺭﺃﺳﻬﺎ‬ ‫ﻭﻋﻠﻰ‬ ‫ﺎﻝ‬‫ﺍ‬ ‫ﻫﺬﺍ‬ ‫ﰲ‬ ‫ﻃﻮﻳﻞ‬ ‫ﺑﺎﻉ‬ ‫ﳍﺎ‬ ‫ﻭﺍﻟﺘﻲ‬ ‫ﺍﻟﻌﻠﻴﺎ‬.‫ﺍﳌـﺪﻳﺮ‬ ‫ﻭﻣﻌـﺎﱄ‬ ، ‫ﻭﺯﺍﻥ‬ ‫ﻋـﺪﻧﺎﻥ‬
‫ﺩ‬ ‫ﺍﳊﺎﱄ‬.‫ﺍﻟﻔﺮﺝ‬ ‫ﺃﺑﻮ‬ ‫ﻭﻟﻴﺪ‬.
‫ﻭﺍﻟﺘﻘﺪﻳ‬ ‫ﺑﺎﻟﺸﻜﺮ‬ ‫ﺃﺗﻘﺪﻡ‬ ‫ﻛﻤﺎ‬‫ﺩ‬ ‫ﺍﻟﱰﺑﻴﺔ‬ ‫ﻛﻠﻴﺔ‬ ‫ﻋﻤﻴﺪ‬ ‫ﻟﺴﻌﺎﺩﺓ‬ ‫ﺮ‬.‫ﺑﻬـﺬﻩ‬ ‫ﺍﻟﺮﻗـﻲ‬ ‫ﺃﺟـﻞ‬ ‫ﻣﻦ‬ ‫ﻳﻘﺪﻡ‬ ‫ﻣﺎ‬ ‫ﻛﻞ‬ ‫ﻋﻠﻰ‬ ‫ﻛﺎﻇﻤﻲ‬ ‫ﺯﻫﲑ‬
‫ﻭﺍﻻﺣﱰﺍﻡ‬ ‫ﺍﻟﺘﺤﻴﺔ‬ ‫ﻛﻞ‬ ‫ﻣﻨﻲ‬ ‫ﻓﻠﻪ‬ ‫ﺍﻟﻌﺮﻳﻘﺔ‬ ‫ﺍﻟﻜﻠﻴﺔ‬.
‫ﺍﻟﺪﻛﺘﻮﺭ‬ ‫ﻟﺴﻌﺎﺩﺓ‬ ‫ﻭﺍﻟﺘﻘﺪﻳﺮ‬ ‫ﺑﺎﻟﺸﻜﺮ‬ ‫ﺃﺗﻘﺪﻡ‬ ‫ﻛﻤﺎ‬/‫ﻭﺍﻟـﺬﻱ‬ ‫ﺍﻟﺮﺳﺎﻟﺔ‬ ‫ﻫﺬﻩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﳌﺸﺮﻑ‬ ‫ﺍﻷﻧﺪﳚﺎﻧﻲ‬ ‫ﺍﻟﻐﻔﻮﺭ‬ ‫ﻋﺒﺪ‬ ‫ﺍﻟﺪﻳﻦ‬ ‫ﳒﻢ‬
‫ﻭﻣ‬ ‫ﺑﺂﺭﺍﺋﻪ‬ ً ‫ﺩﺍﺋﻤﺎ‬ ‫ﺃﺳﺘﺄﻧﺲ‬ ‫ﻛﻨﺖ‬‫ﻫـﻮ‬ ‫ﻣـﺎ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﻌﻤـﻞ‬ ‫ﺧـﺮﺝ‬ ‫ﺣـﱴ‬ ‫ﻭﺍﺭﺗﺒﺎﻃﺎﺗﻪ‬ ‫ﻣﺸﺎﻏﻠﻪ‬ ‫ﺭﻏﻢ‬ ‫ﻭﺗﻮﺟﻴﻬﺎﺗﻪ‬ ‫ﻭﻧﺼﺎﺋﺤﻪ‬ ‫ﻘﱰﺣﺎﺗﻪ‬
‫ﺧﲑ‬ ‫ﻛﻞ‬ ‫ﻋﻨﻲ‬ ‫ﺍﷲ‬ ‫ﻓﺠﺰﺍﻩ‬ ‫ﺍﻵﻥ‬ ‫ﻋﻠﻴﻪ‬.
‫ﻣﻦ‬ ‫ﻛﻞ‬ ‫ﺍﻟﻜﺮﺍﻡ‬ ‫ﺍﻟﺴﻌﺎﺩﺓ‬ ‫ﺃﺻﺤﺎﺏ‬ ‫ﻭﺍﻟﺘﻘﺪﻳﺮ‬ ‫ﺑﺎﻟﺸﻜﺮ‬ ‫ﺃﺧﺺ‬ ‫ﻛﻤﺎ‬:
·‫ﺃ‬.‫ﺩ‬/‫ﺣﺮﻳﺮﻱ‬ ‫ﳏﻤﺪ‬ ‫ﺍﷲ‬ ‫ﻋﺒﺪ‬.‫ﻭﺍﳌﻘﺎﺭﻧﺔ‬ ‫ﺍﻹﺳﻼﻣﻴﺔ‬ ‫ﺍﻟﱰﺑﻴﺔ‬ ‫ﺑﻘﺴﻢ‬ ‫ﺍﻷﺳﺘﺎﺫ‬.
·‫ﺩ‬/‫ﺳ‬ ‫ﺍﻟﻨﺎﺻﺮ‬ ‫ﻋﺒﺪ‬‫ﻋﻄﺎﻳﺎ‬ ‫ﻌﻴﺪ‬.‫ﻭﺍﳌﻘﺎﺭﻧﺔ‬ ‫ﺍﻹﺳﻼﻣﻴﺔ‬ ‫ﺍﻟﱰﺑﻴﺔ‬ ‫ﺑﻘﺴﻢ‬ ‫ﺍﳌﺸﺎﺭﻙ‬ ‫ﺍﻷﺳﺘﺎﺫ‬.
‫ﺗﻔﻀﻼ‬ ‫ﻭﺍﻟﺬﺍﻥ‬‫ﺑﺂﺭﺍﺋﻬﻤـ‬ ‫ﻟﻼﺳـﺘﻨﺎﺭﺓ‬ ‫ﺍﻟﺪﺭﺍﺳـﺔ‬ ‫ﻫـﺬﻩ‬ ‫ﻣﻨﺎﻗﺸﺔ‬ ‫ﺑﻘﺒﻮﻝ‬‫ﺎ‬‫ﻭﺗﻮﺟﻴﻬﺎﺗﻬﻤـ‬‫ﺎ‬‫ﻭﻣﻼﺣﻈﺎﺗﻬﻤـ‬‫ﺎ‬‫ﺍﻟﺪﺭﺍﺳـﺔ‬ ‫ﻫـﺬﻩ‬ ‫ﻹﺛـﺮﺍء‬
‫ﲟﺴﺘﻮﺍﻫﺎ‬ ‫ﻭﺍﻟﺮﻗﻲ‬.
‫ﻭﺍ‬ ‫ﺑﺎﻟﺸﻜﺮ‬ ‫ﺃﺧﺺ‬ ‫ﻛﻤﺎ‬‫ﻗﺎﻣﺎ‬ ‫ﺍﻟﺬﺍﻥ‬ ‫ﺍﻟﻜﺮﺍﻡ‬ ‫ﺍﻟﺴﻌﺎﺩﺓ‬ ‫ﺃﺻﺤﺎﺏ‬ ‫ﻟﺘﻘﺪﻳﺮ‬‫ﻫﺬﻩ‬ ‫ﺧﻄﺔ‬ ‫ﺑﺘﺤﻜﻴﻢ‬‫ﻭﻫﻤ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬‫ﺎ‬‫ﻣﻦ‬ ‫ﻛﻞ‬:
·‫ﺃ‬.‫ﺩ‬/‫ﻛﺴﻨﺎﻭﻱ‬ ‫ﳏﻤﺪ‬ ‫ﺑﻦ‬ ‫ﳏﻤﻮﺩ‬.
·‫ﺩ‬/‫ﻓﻬﻴﻢ‬ ‫ﻋﻴﺴﻰ‬ ‫ﳏﻤﺪ‬.
‫ﺑﻜﻠﻴـﺔ‬ ‫ﻭﺍﳌﻘﺎﺭﻧـﺔ‬ ‫ﺍﻹﺳـﻼﻣﻴﺔ‬ ‫ﺍﻟﱰﺑﻴـﺔ‬ ‫ﺑﻘﺴـﻢ‬ ‫ﺍﻟﺘﺪﺭﻳﺲ‬ ‫ﻫﻴﺌﺔ‬ ‫ﺃﻋﻀﺎء‬ ‫ﺇﱃ‬ ‫ﻭﺍﻟﻌﺮﻓﺎﻥ‬ ‫ﺍﻟﺸﻜﺮ‬ ‫ﲜﺰﻳﻞ‬ ‫ﺃﺗﻘﺪﻡ‬ ‫ﺃﻥ‬ ‫ﻳﻔﻮﺗﻨﻲ‬ ‫ﻭﻻ‬
‫ﻭﺍﻻﺣﱰﺍﻡ‬ ‫ﺍﻟﺘﺤﻴﺔ‬ ‫ﻛﻞ‬ ‫ﻣﻨﻲ‬ ‫ﻓﻠﻬﻢ‬ ‫ﺍﻟﻜﺮﺍﻡ‬ ‫ﺍﻷﺳﺎﺗﺬﺓ‬ ‫ﺍﻟﻘﺮﻯ‬ ‫ﺃﻡ‬ ‫ﲜﺎﻣﻌﺔ‬ ‫ﺍﻟﱰﺑﻴﺔ‬.
‫ﻓﻜﺮﺓ‬ ‫ﺃﻭ‬ ‫ﺑﺘﻮﺟﻴﻪ‬ ‫ﺳﺎﻋﺪﻧﻲ‬ ‫ﻣﻦ‬ ‫ﻛﻞ‬ ‫ﺇﱃ‬ ‫ﻭﺍﻟﻌﺮﻓﺎﻥ‬ ‫ﺑﺎﻟﺸﻜﺮ‬ ‫ﺃﺗﻘﺪﻡ‬ ‫ﻛﻤﺎ‬‫ﻣﻦ‬ ً ‫ﻛﻼ‬ ‫ﺑﺎﻟﺬﻛﺮ‬ ‫ﻭﺃﺧﺺ‬ ‫ﻣﻘﱰﺡ‬ ‫ﺃﻭ‬:
·‫ﺩ‬/‫ﺃﺑﻮ‬ ‫ﻋﻠﻲ‬ ‫ﺑﻦ‬ ‫ﺻﺎﱀ‬‫ﺃﺑﻬﺎ‬ ‫ﰲ‬ ‫ﺍﳌﻌﻠﻤﲔ‬ ‫ﺑﻜﻠﻴﺔ‬ ‫ﺍﳌﺸﺎﺭﻙ‬ ‫ﺍﻷﺳﺘﺎﺫ‬ ‫ﺍﻟﺸﻬﺮﻱ‬ ‫ﻋﺮﺍﺩ‬.
·‫ﺩ‬/‫ﺍﻟﺸﻬﺮﻱ‬ ‫ﻋﺮﺍﺩ‬ ‫ﺃﺑﻮ‬ ‫ﻋﻠﻲ‬ ‫ﺑﻦ‬ ‫ﺍﷲ‬ ‫ﻋﺒﺪ‬.‫ﺑﻴﺸﺔ‬ ‫ﰲ‬ ‫ﺍﳌﻌﻠﻤﲔ‬ ‫ﺑﻜﻠﻴﺔ‬ ‫ﺍﳌﺴﺎﻋﺪ‬ ‫ﺍﻷﺳﺘﺎﺫ‬.

7. ‫ز‬
‫ﻟﻠـﻄـﻔـﻞ‬ ‫ﺍﻟـﻮﺟـﺪﺍﻧـﻴـﺔ‬ ‫ﺍﻟـﺘـﺮﺑـﻴـﺔ‬
‫ﻛﻤﺎ‬‫ﻧﺒﻴـﻞ‬ ‫ﻭﺍﻷﺳـﺘﺎﺫ‬ ، ‫ﺍﻟﺸـﻬﺮﺍﻧﻲ‬ ‫ﺑﻨﺪﺭ‬ ‫ﻭﺍﻷﺳﺘﺎﺫ‬ ، ‫ﺍﻟﻌﺘﻴﺒﻲ‬ ‫ﺳﻌﺪ‬ ‫ﺍﻷﺳﺘﺎﺫ‬ ‫ﺍﻟﻜﺮﺍﻡ‬ ‫ﺯﻣﻼﺋﻲ‬ ‫ﺇﱃ‬ ‫ﻭﺍﻟﻌﺮﻓﺎﻥ‬ ‫ﺑﺎﻟﺸﻜﺮ‬ ‫ﺃﺗﻘﺪ‬
‫ﻭﺍﻟﻨﺼﺤﺎء‬ ‫ﻭﺍﻷﺻﺪﻗﺎء‬ ‫ﺍﻷﺧﻮﺓ‬ ‫ﻧﻌﻢ‬ ‫ﻛﺎﻧﻮﺍ‬ ‫ﻓﻘﺪ‬ ، ‫ﺑﺎﺑﻄﲔ‬ ‫ﻭﺟﺪﻱ‬ ‫ﻭﺍﻷﺳﺘﺎﺫ‬ ، ‫ﻋﺎﺭﻑ‬ ‫ﻳﺎﺳﺮ‬ ‫ﻭﺍﻷﺳﺘﺎﺫ‬ ، ‫ﺍﻟﻐﺎﻣﺪﻱ‬.
‫ﻗﺎ‬ ‫ﺣﲔ‬ ‫ﻭﺳﻠﻢ‬ ‫ﻋﻠﻴﻪ‬ ‫ﺍﷲ‬ ‫ﺻﻠﻰ‬ ‫ﺍﳌﺼﻄﻔﻰ‬ ‫ﺑﻮﺻﻴﺔ‬ ‫ﺃﻋﻤﻞ‬ ‫ﺃﻥ‬ ‫ﻭﺣﺴﺒﻲ‬‫ﻝ‬) :‫ﻣـﻦ‬‫ﺻـﻨﻊ‬‫ﺇﻟـﻴﻜﻢ‬‫ﻣﻌﺮﻭﻓـﺎ‬‫ﻓﻜـﺎﻓﺌﻮﻩ‬‫ﻓـﺈﻥ‬‫ﱂ‬
‫ﲡﺪﻭﺍ‬‫ﻣﺎ‬‫ﺗﻜﺎﻓﺌﻮﺍ‬‫ﺑﻪ‬‫ﻓﺎﺩﻋﻮﺍ‬‫ﻟﻪ‬‫ﺣﱴ‬‫ﺗﺮﻭﺍ‬‫ﺃﻧﻜﻢ‬‫ﻗﺪ‬‫ﻛﺎﻓﺄﲤﻮﻩ‬(
)‫ﺩ‬ ، ‫ﺩﺍﻭﺩ‬ ‫ﺃﺑﻮ‬.‫ﺝ‬ ، ‫ﺕ‬١‫ﺹ‬ ،٥٢٤. (
‫ﺍﻟﻘﺪﻳﺮ‬ ‫ﺍﻟﻌﻠﻲ‬ ‫ﺍﷲ‬ ‫ﻓﺄﺳﺄﻝ‬‫ﻓﻴـﻪ‬ ‫ﻣـﺎ‬ ‫ﺇﱃ‬ ‫ﻳـﻮﻓﻘﻬﻢ‬ ‫ﻭﺃﻥ‬ ، ‫ﻭﻳﻘـﺪﻣﻮﻥ‬ ‫ﻗـﺪﻣﻮﺍ‬ ‫ﻣـﺎ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﳉﺰﺍء‬ ‫ﺧﲑ‬ ‫ﻋﻨﻲ‬ ‫ﺍﳉﻤﻴﻊ‬ ‫ﳚﺰﻱ‬ ‫ﺃﻥ‬
‫ﻭﺍﳌﺴﻠﻤﲔ‬ ‫ﺍﻹﺳﻼﻡ‬ ‫ﺻﻼﺡ‬
]‫ﺍﻟﻌﺎﳌﲔ‬ ‫ﺭﺏ‬ ‫ﷲ‬ ‫ﺍﳊﻤﺪ‬ ‫ﺃﻥ‬ ‫ﺩﻋﻮﺍﻧﺎ‬ ‫ﻭﺁﺧﺮ‬[

8. ‫ح‬
‫ﻟﻠـﻄـﻔـﻞ‬ ‫ﺍﻟـﻮﺟـﺪﺍﻧـﻴـﺔ‬ ‫ﺍﻟـﺘـﺮﺑـﻴـﺔ‬
١
‫ﺍﻷﻭﻝ‬ ‫ﺍﻟﻔﺼﻞ‬:‫ﻟﻠﺪﺭﺍﺳﺔ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﳌﺪﺧﻞ‬.١
=‫ﺍﳌﻘﺪﻣﺔ‬................................................................................٢
=‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﻮﺿﻮﻉ‬......................................................................٤
=‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺗﺴﺎﺅﻻﺕ‬.....................................................................٧
=‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺃﻫﺪﺍﻑ‬.......................................................................٧
=‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺃﳘﻴﺔ‬..........................................................................٧
=‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﻨﻬﺞ‬.........................................................................٨
=‫ﺍﻟ‬ ‫ﺣﺪﻭﺩ‬‫ﺪﺭﺍﺳﺔ‬........................................................................٨
=‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﺼﻄﻠﺤﺎﺕ‬...................................................................٩
=‫ﺍﻟﺴﺎﺑﻘﺔ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ‬.....................................................................١٠
٢
‫ﺍﻟﺜﺎﱐ‬ ‫ﺍﻟﻔﺼﻞ‬:‫ﺍﻹﺳﻼﻡ‬ ‫ﰲ‬ ‫ﺍﻟﻄﻔﻮﻟﺔ‬١٧
=‫ﺍﻷﻭﻝ‬ ‫ﺍﳌﺒﺤﺚ‬:‫ﹰ‬‫ﺎ‬‫ﻭﺍﺻﻄﻼﺣ‬ ‫ﹰ‬‫ﺔ‬‫ﻟﻐ‬ ‫ﺍﻟﻄﻔﻮﻟﺔ‬ ‫ﻣﻔﻬﻮﻡ‬...........................................
‫ﺍﻷﻭﻝ‬ ‫ﺍﶈﻮﺭ‬:‫ﹰ‬‫ﺔ‬‫ﻟﻐ‬ ‫ﺍﻟﻄﻔﻮﻟﺔ‬..............................................................
‫ﺍﻟﺜﺎﱐ‬ ‫ﺍﶈﻮﺭ‬:‫ﹰ‬‫ﺎ‬‫ﺍﺻﻄﻼﺣ‬ ‫ﺍﻟﻄﻔﻮﻟﺔ‬.........................................................
١٩
١٩
١٩
=‫ﺍﻟﺜﺎﱐ‬ ‫ﺍﳌﺒﺤﺚ‬.:‫ﺍﻹﺳﻼﻣﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﰲ‬ ‫ﻭﺃﳘﻴﺘﻬﺎ‬ ‫ﺍﻟﻄﻔﻮﻟﺔ‬ ‫ﻣﻜﺎﻧﺔ‬...............................٢١
=‫ﺍﻟﺜﺎﻟﺚ‬ ‫ﺍﳌﺒﺤﺚ‬:‫ﺍﻟﻄﻔﻮﻟﺔ‬ ‫ﻣﺮﺍﺣﻞ‬........................................................٢٤
=‫ﺍﻟﺮﺍﺑﻊ‬ ‫ﺍﳌﺒﺤﺚ‬:‫ﺍﳌﺘﺄﺧﺮﺓ‬ ‫ﺍﻟﻄﻔﻮﻟﺔ‬ ‫ﳌﺮﺣﻠﺔ‬ ‫ﺍﻟﻨﻤﻮ‬ ‫ﺧﺼﺎﺋﺺ‬)‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺍﳌﺪﺭﺳﺔ‬ ‫ﻣﺮﺣﻠﺔ‬(..........
١.‫ﺍﳉﺴﻤﻲ‬ ‫ﺍﻟﻨﻤﻮ‬ ‫ﺧﺼﺎﺋﺺ‬............................................................
٢.‫ﺍﳊﺮﻛﻲ‬ ‫ﺍﻟﻨﻤﻮ‬ ‫ﺧﺼﺎﺋﺺ‬............................................................
٣.‫ﺍﻟﻌﻘﻠﻲ‬ ‫ﺍﻟﻨﻤﻮ‬ ‫ﺧﺼﺎﺋﺺ‬.............................................................
٤.‫ﺍﻻﻧﻔﻌﺎﱄ‬ ‫ﺍﻟﻨﻤﻮ‬ ‫ﺧﺼﺎﺋﺺ‬............................................................
٢٩
٣٠
٣٢
٣٣
٥.‫ﺍﻻﺟﺘﻤﺎﻋﻲ‬ ‫ﺍﻟﻨﻤﻮ‬ ‫ﺧﺼﺎﺋﺺ‬.........................................................٣٤
‫ﻗ‬‫ـ‬‫ﺎﺋ‬‫ـ‬‫ﺍﻟ‬ ‫ﻤﺔ‬‫ـ‬‫ﻤﺤﺘﻮﻳﺎﺕ‬

9. ‫ط‬
‫ﻟﻠـﻄـﻔـﻞ‬ ‫ﺍﻟـﻮﺟـﺪﺍﻧـﻴـﺔ‬ ‫ﺍﻟـﺘـﺮﺑـﻴـﺔ‬
٣
‫ﺍﻟﺜﺎﻟﺚ‬ ‫ﺍﻟﻔﺼﻞ‬:‫ﺍﻹﺳﻼﻡ‬ ‫ﰲ‬ ‫ﻟﻠﻄﻔﻞ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬٣٧
=‫ﺍﻷﻭﻝ‬ ‫ﺍﳌﺒﺤﺚ‬:‫ﹰ‬‫ﺎ‬‫ﻭﺍﺻﻄﻼﺣ‬ ‫ﹰ‬‫ﺔ‬‫ﻟﻐ‬ ‫ﺍﻟﻮﺟﺪﺍﻥ‬ ‫ﻣﻔﻬﻮﻡ‬..........................................
‫ﺍﻷﻭﻝ‬ ‫ﺍﶈﻮﺭ‬:‫ﻭﺍﻻﺻﻄﻼﺡ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﰲ‬ ‫ﺍﻟﻮﺟﺪﺍﻥ‬.............................................
‫ﺍﻟﺜﺎﱐ‬ ‫ﺍﶈﻮﺭ‬:‫ﺍﻟﻨﺒﻮﻳﺔ‬ ‫ﻭﺍﻟﺴﻨﺔ‬ ‫ﺍﻟﻜﺮﱘ‬ ‫ﺍﻟﻘﺮﺁﻥ‬ ‫ﰲ‬ ‫ﺍﻟﻮﺟﺪﺍﻥ‬.....................................
‫ﺍﻟﺜﺎﻟﺚ‬ ‫ﺍﶈﻮﺭ‬:‫ﻟﻠﻮﺟﺪﺍﻥ‬ ‫ﺍﳌﺮﺍﺩﻓﺔ‬ ‫ﺍﻷﻟﻔﺎﻅ‬ ‫ﺑﻌﺾ‬............................................
٣٨
٣٨
٤٠
٤٣
=‫ﺍﳌﺒﺤﺚ‬‫ﺍﻟﺜﺎﱐ‬:‫ﺍﻹﺳﻼﻣﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﰲ‬ ‫ﺍﻟﻮﺟﺪﺍﻥ‬ ‫ﻣﻜﺎﻧﺔ‬...................................٤٨
=‫ﺍﳌﺒﺤﺚ‬‫ﺍﻟﺜﺎﻟﺚ‬:‫ﻟﻠﻄﻔﻞ‬ ‫ﻭﺃﳘﻴﺘﻬﺎ‬ ‫ﻭﻣﺼﺎﺩﺭﻫﺎ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﻣﻔﻬﻮﻡ‬.......................
‫ﺍﻷﻭﻝ‬ ‫ﺍﶈﻮﺭ‬:‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﻣﻔﻬﻮﻡ‬................................................
‫ﺍﶈ‬‫ﺍﻟﺜﺎﱐ‬ ‫ﻮﺭ‬:‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﻣﺼﺎﺩﺭ‬................................................
‫ﺍﻟﺜﺎﻟﺚ‬ ‫ﺍﶈﻮﺭ‬:‫ﻟﻠﻄﻔﻞ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺃﳘﻴﺔ‬..........................................
٥١
٥١
٥٢
٥٥
‫ﺍﳌﺒﺤﺚ‬‫ﺍﻟﺮﺍﺑﻊ‬:‫ﺎ‬‫ﻭﻣﺆﺳﺴﺎ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺃﻫﺪﺍﻑ‬.............................
‫ﺍﻷﻭﻝ‬ ‫ﺍﶈﻮﺭ‬:‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺃﻫﺪﺍﻑ‬..................................................
‫ﺍﶈﻮﺭ‬‫ﺍﻟﺜﺎﱐ‬:‫ﻟﻠﻄﻔﻞ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﻣﺆﺳﺴﺎﺕ‬.......................................
٥٧
٥٧
٥٨
=‫ﺍﳋﺎﻣﺲ‬ ‫ﺍﳌﺒﺤﺚ‬:‫ﻟ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻻﺣﺘﻴﺎﺟﺎﺕ‬‫ﺍﻹﺳﻼﻡ‬ ‫ﰲ‬ ‫ﻠﻄﻔﻞ‬.............................
‫ﺍﻷﻭﻝ‬ ‫ﺍﶈﻮﺭ‬:‫ﺍﳊﺎﺟﺎﺕ‬ ‫ﻣﻔﻬﻮﻡ‬.......................................................
‫ﺍﻟﺜﺎﱐ‬ ‫ﺍﶈﻮﺭ‬:‫ﺍﳊﺎﺟﺎﺕ‬ ‫ﺃﻧﻮﺍﻉ‬........................................................
‫ﺍﻟﺜﺎﻟﺚ‬ ‫ﺍﶈﻮﺭ‬:‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﳊﺎﺟﺎﺕ‬ ‫ﺑﻌﺾ‬‫ﻟﻠﻄﻔﻞ‬.......................................
٦٣
٦٣
٦٤
٦٦
٤
‫ﺍﻟﺮﺍﺑﻊ‬ ‫ﺍﻟﻔﺼﻞ‬:‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺃﺳﺲ‬‫ﺍﻹﺳﻼﻡ‬ ‫ﰲ‬ ‫ﻟﻠﻄﻔﻞ‬٧١
=‫ﺍﻷﻭﻝ‬ ‫ﺍﳌﺒﺤﺚ‬:‫ﻭﺃﳘﻴﺘﻬﺎ‬ ‫ﺍﻷﺳﺲ‬ ‫ﻣﻔﻬﻮﻡ‬................................................
‫ﺍﻷﻭﻝ‬ ‫ﺍﶈﻮﺭ‬:‫ﺍﻟﻠﻐﺔ‬ ‫ﰲ‬ ‫ﺍﻷﺳﺲ‬.......................................................
‫ﺍﻟﺜﺎﱐ‬ ‫ﺍﶈﻮﺭ‬:‫ﺍﻻﺻﻄﻼﺣﻲ‬ ‫ﺍﳌﻔﻬﻮﻡ‬ ‫ﰲ‬ ‫ﺍﻷﺳﺲ‬..........................................
‫ﺍﻟﺜﺎﻟﺚ‬ ‫ﺍﶈﻮﺭ‬:‫ﺍﻹﺳﻼﻣﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﰲ‬ ‫ﺍﻷﺳﺲ‬ ‫ﺃﳘﻴﺔ‬.......................................
٧٢
٧٣
٧٣
٧٤
=‫ﺍﻟﺜﺎ‬ ‫ﺍﳌﺒﺤﺚ‬‫ﱐ‬:‫ﺍﳌﺎﺩﻳﺔ‬ ‫ﺍﻷﺳﺲ‬‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﻟﻠﺘﺮﺑﻴﺔ‬‫ﻟﻠﻄﻔﻞ‬...................................٧٦

10. ‫ي‬
‫ﻟﻠـﻄـﻔـﻞ‬ ‫ﺍﻟـﻮﺟـﺪﺍﻧـﻴـﺔ‬ ‫ﺍﻟـﺘـﺮﺑـﻴـﺔ‬
‫ﺑﺎﻷﻃﻔﺎﻝ‬ ‫ﻭﺍﻟﺮﲪﺔ‬ ‫ﻭﺍﻟﻌﻄﻒ‬ ‫ﺍﻟﺮﺃﻓﺔ‬ ‫ﻭ‬ ‫ﺍﻟﻘﺒﻠﺔ‬.......................................
‫ﺍﻟﺮﺃﺱ‬ ‫ﻋﻠﻰ‬ ‫ﺍﳌﺴﺢ‬.........................................................
‫ﻭ‬ ‫ﻭﺍﳍﺪﺍﻳﺎ‬ ‫ﺍﻟﻠﻌﺐ‬ ‫ﺷﺮﺍﺀ‬‫ﻟﻸﻃﻔﺎﻝ‬ ‫ﺍﻟﻌﻄﺎﻳﺎ‬.........................................
‫ﳍﻢ‬ ‫ﻭﺍﻟﺘﺼﺎﰊ‬ ‫ﺍﻷﻃﻔﺎﻝ‬ ‫ﻣﻊ‬ ‫ﻭﺍﳌﻤﺎﺯﺣﺔ‬ ‫ﺍﳌﺪﺍﻋﺒﺔ‬....................................
‫ﻋﻨﻪ‬ ‫ﻭﺍﻟﺴﺆﺍﻝ‬ ‫ﺍﻟﻄﻔﻞ‬ ‫ﺣﺎﻝ‬ ‫ﺗﻔﻘﺪ‬...............................................
٧٦
٧٩
٨٠
٨١
٨٢
=‫ﺍﳌﺒﺤﺚ‬‫ﺍﻟﺜﺎﻟﺚ‬:‫ﺍﳌﻌﻨﻮﻳﺔ‬ ‫ﺍﻷﺳﺲ‬‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﻟﻠﺘﺮﺑﻴﺔ‬‫ﻟﻠﻄﻔﻞ‬.................................
١.‫ﺍﻷﻃﻔﺎﻝ‬ ‫ﺻﺤﺒﺔ‬..............................................................
٢.‫ﺍﻷﻃﻔﺎﻝ‬ ‫ﻗﻠﻮﺏ‬ ‫ﰲ‬ ‫ﻭﺍﻟﺴﺮﻭﺭ‬ ‫ﺍﻟﻔﺮﺡ‬ ‫ﺇﺩﺧﺎﻝ‬.......................................
٣.‫ﺍﻟ‬ ‫ﻭﺯﺭﻉ‬ ‫ﺍﻷﻃﻔﺎﻝ‬ ‫ﺗﺸﺠﻴﻊ‬‫ﺑﻴﻨﻬﻢ‬ ‫ﺍﻟﺒﻨﺎﺀ‬ ‫ﺘﻨﺎﻓﺲ‬......................................
٤.‫ﺍﳌﻌﺎﻣﻠﺔ‬ ‫ﰲ‬ ‫ﺍﻷﻃﻔﺎﻝ‬ ‫ﺑﲔ‬ ‫ﻭﺍﳌﺴﺎﻭﺍﺓ‬ ‫ﺍﻟﻌﺪﻝ‬.........................................
٥.‫ﺑﻨﻔﺴﻪ‬ ‫ﺍﻟﻄﻔﻞ‬ ‫ﺛﻘﺔ‬ ‫ﺗﻨﻤﻴﺔ‬........................................................
٦.‫ﻭﺗﺮﺿﻴﺘﻪ‬ ‫ﺍﻟﻄﻔﻞ‬ ‫ﳌﻴﻮﻝ‬ ‫ﺍﻻﺳﺘﺠﺎﺑﺔ‬...............................................
٨٤
٨٤
٨٥
٨٦
٨٨
٩٠
٩٢
٥
‫ﺍﳋﺎﻣﺲ‬ ‫ﺍﻟﻔﺼﻞ‬:‫ﺑﻌﺾ‬‫ﻋﻠﻰ‬ ‫ﺍﳌﺆﺛﺮﺍﺕ‬‫ﻟﻠﻄﻔﻞ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬.٩٥
=‫ﺍﻷﻭﻝ‬ ‫ﺍﳌﺒﺤﺚ‬:‫ﺍﳌﺆﺛﺮﺍﺕ‬ ‫ﺑﻌﺾ‬‫ﺍﻷ‬‫ﺳﺮﻳﺔ‬..................................................
١.‫ﺍﻟﻮﺍﻟ‬ ‫ﺍﻟﺮﻋﺎﻳﺔ‬ ‫ﻣﻦ‬ ‫ﺍﳊﺮﻣﺎﻥ‬‫ﺪﻳﺔ‬.....................................................
٢.‫ﺍﻷﺳﺮﺓ‬ ‫ﻣﻊ‬ ‫ﺍﻟﻌﺎﻃﻔﻲ‬ ‫ﺍﳉﻔﺎﺀ‬......................................................
٣.‫ﺍﻷﺳﺮﻱ‬ ‫ﺍﻟﺘﻮﺍﺟﺪ‬ ‫ﻭﻓﻘﺪﺍﻥ‬ ‫ﺍﳌﺎﺩﺓ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻷﺳﺮﺓ‬ ‫ﺗﻜﺎﻟﺐ‬................................
٤.‫ﺑﺎﻟﻄﻼﻕ‬ ‫ﺍﻟﻮﺍﻟﺪﻳﻦ‬ ‫ﺍﻧﻔﺼﺎﻝ‬.......................................................
٥.‫ﺍﻟﻀﻴﻖ‬ ‫ﺍﳌﺴﻜﻦ‬.................................................................
٩٩
٩٩
١٠١
١٠٣
١٠٥
١٠٦
=‫ﺍﻟﺜﺎﱐ‬ ‫ﺍﳌﺒﺤﺚ‬:‫ﺍﳌﺆﺛﺮﺍﺕ‬ ‫ﺑﻌﺾ‬‫ﺍﳌ‬‫ﺪﺭﺳﻴﺔ‬.................................................
١.‫ﺍ‬ ‫ﺍﳌﺒﲎ‬‫ﳌﺪﺭﺳﻲ‬..............................................................
٢.‫ﺑﺎﻟﺘﻠﻤﻴﺬ‬ ‫ﺍﳌﻌﻠﻢ‬ ‫ﻋﻼﻗﺔ‬..........................................................
١٠٨
١٠٩
١١٠
=‫ﺍﻟﺜﺎﻟﺚ‬ ‫ﺍﳌﺒﺤﺚ‬:‫ﺍﳌﺆﺛﺮﺍﺕ‬ ‫ﺑﻌﺾ‬‫ﺍﻻ‬‫ﺟﺘﻤﺎﻋﻴﺔ‬..............................................
١.‫ﺍﻟﺮﻓﺎﻕ‬ ‫ﲨﺎﻋﺔ‬...............................................................
١١٢
١١٢

11. ‫ك‬
‫ﻟﻠـﻄـﻔـﻞ‬ ‫ﺍﻟـﻮﺟـﺪﺍﻧـﻴـﺔ‬ ‫ﺍﻟـﺘـﺮﺑـﻴـﺔ‬
٢.‫ﻟﻠﻄﻔﻞ‬ ‫ﺍﻟﺬﺍﺕ‬ ‫ﺗﻘﺪﻳﺮ‬ ‫ﻋﺪﻡ‬.....................................................١١٤
=‫ﺍﻟﺮﺍﺑﻊ‬ ‫ﺍﳌﺒﺤﺚ‬:‫ﺍﳌﺆﺛﺮﺍﺕ‬ ‫ﺑﻌﺾ‬‫ﺍﻹ‬‫ﻋﻼﻣﻴﺔ‬.................................................
١.‫ﺍﻟﺘﻠﻔﺰﻳﻮﻥ‬ ‫ﻭﺑﺮﺍﻣﺞ‬ ‫ﺍﻟﻔﻀﺎﺋﻴﺎﺕ‬..................................................
١١٦
١١٦
٦
‫ﺍﻟﺴﺎﺩﺱ‬ ‫ﺍﻟﻔﺼﻞ‬:‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺍﳌﺮﺣﻠﺔ‬ ‫ﰲ‬ ‫ﻟﻠﻄﻔﻞ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬١١٩
=‫ﺍﻷﻭﻝ‬ ‫ﺍﳌﺒﺤﺚ‬:‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺍﳌﺮﺣﻠﺔ‬..................................................
‫ﺍﻷﻭﻝ‬ ‫ﺍﶈﻮﺭ‬:‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺍﳌﺪﺭﺳﺔ‬ ‫ﻣﻔﻬﻮﻡ‬.............................................
‫ﺍﻟﺜﺎﱐ‬ ‫ﺍﶈﻮﺭ‬:‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺍﳌﺮﺣﻠﺔ‬ ‫ﺃﳘﻴﺔ‬................................................
‫ﺍﻟﺜﺎﻟﺚ‬ ‫ﺍﶈﻮﺭ‬:‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺍﳌﺮﺣﻠﺔ‬ ‫ﺃﻫﺪﺍﻑ‬.............................................
١٢٠
١٢١
١٢٢
١٢٣
=‫ﺍﻟﺜﺎﱐ‬ ‫ﺍﳌﺒﺤﺚ‬:‫ﺍﻷﻫﺪﺍﻑ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺍﻟﺘﻄﺒﻴﻘﺎﺕ‬........................................
‫ﺍﻷﻭﻝ‬ ‫ﺍﶈﻮﺭ‬:‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺍﻷﻫﺪﺍﻑ‬ ‫ﻣﻔﻬﻮﻡ‬...............................................
‫ﺍﻟﺜﺎﱐ‬ ‫ﺍﶈﻮﺭ‬:‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺍﻷﻫﺪﺍﻑ‬ ‫ﺃﳘﻴﺔ‬.................................................
‫ﺍﻟﺜﺎﻟﺚ‬ ‫ﺍﶈﻮﺭ‬:‫ﺍﻷﻫﺪﺍﻑ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺍﻟﺘﻄﺒﻴﻘﺎﺕ‬........................................
١٢٧
١٢٧
١٢٨
١٢٩
=‫ﺍﻟﺜﺎﻟﺚ‬ ‫ﺍﳌﺒﺤﺚ‬:‫ﺍﶈﺘﻮﻯ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺍﻟﺘﻄﺒﻴﻘﺎﺕ‬...................................
‫ﺍﻷ‬ ‫ﺍﶈﻮﺭ‬‫ﻭﻝ‬:‫ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﺍﶈﺘﻮﻯ‬ ‫ﻣﻔﻬﻮﻡ‬..........................................
‫ﺍﻟﺜﺎﱐ‬ ‫ﺍﶈﻮﺭ‬:‫ﺍﻟﺘﻌﻠﻴﻤﻲ‬ ‫ﺍﶈﺘﻮﻯ‬ ‫ﺃﳘﻴﺔ‬............................................
‫ﺍﻟﺜﺎﻟﺚ‬ ‫ﺍﶈﻮﺭ‬:‫ﺍﶈﺘﻮﻯ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺍﻟﺘﻄﺒﻴﻘﺎﺕ‬....................................
١٣٤
١٣٤
١٣٥
١٣٦
=‫ﺍﻟﺮﺍﺑﻊ‬ ‫ﺍﳌﺒﺤﺚ‬:‫ﺍﻟﺘﺪﺭﻳﺲ‬ ‫ﻃﺮﺍﺋﻖ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺍﻟﺘﻄﺒﻴﻘﺎﺕ‬............................
‫ﺍﻷﻭﻝ‬ ‫ﺍﶈﻮﺭ‬:‫ﺍﻟﺘﺪﺭﻳﺲ‬ ‫ﻃﺮﺍﺋﻖ‬ ‫ﻣﻔﻬﻮﻡ‬...........................................
‫ﺍﻟﺜﺎﱐ‬ ‫ﺍﶈﻮﺭ‬:‫ﺍﻟﺘﺪﺭﻳﺲ‬ ‫ﻃﺮﺍﺋﻖ‬ ‫ﺃﳘﻴﺔ‬..............................................
‫ﺍﶈ‬‫ﺍﻟﺜﺎﻟﺚ‬ ‫ﻮﺭ‬:‫ﺍﻟﺘﺪﺭﻳﺲ‬ ‫ﻃﺮﺍﺋﻖ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺍﻟﺘﻄﺒﻴﻘﺎﺕ‬.............................
١٤٠
١٤٠
١٤١
١٤٢
=‫ﺍﳋﺎﻣﺲ‬ ‫ﺍﳌﺒﺤﺚ‬:‫ﺍﻷﻧﺸﻄﺔ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺍﻟﺘﻄﺒﻴﻘﺎﺕ‬........................................
‫ﺍﻷﻭﻝ‬ ‫ﺍﶈﻮﺭ‬:‫ﺍﳌﺪﺭﺳﻴﺔ‬ ‫ﺍﻷﻧﺸﻄﺔ‬ ‫ﻣﻔﻬﻮﻡ‬................................................
١٤٧
١٤٧

12. ‫ل‬
‫ﻟﻠـﻄـﻔـﻞ‬ ‫ﺍﻟـﻮﺟـﺪﺍﻧـﻴـﺔ‬ ‫ﺍﻟـﺘـﺮﺑـﻴـﺔ‬
‫ﺍﻟﺜﺎﱐ‬ ‫ﺍﶈﻮﺭ‬:‫ﺍﳌﺪﺭﺳﻴﺔ‬ ‫ﺍﻷﻧﺸﻄﺔ‬ ‫ﺃﳘﻴﺔ‬..................................................
‫ﺍﻟﺜﺎﻟﺚ‬ ‫ﺍﶈﻮﺭ‬:‫ﺍﳌﺪﺭﺳﻴﺔ‬ ‫ﺍﻷﻧﺸﻄﺔ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺍﻟﺘﻄﺒﻴﻘﺎﺕ‬..................................
١٤٨
١٤٩
٧
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺧﺎﲤﺔ‬١٥٦
=١.‫ﺍﳋﺎﲤﺔ‬......................................................................
٢.‫ﺍﻟﻨﺘﺎﺋﺞ‬......................................................................
٣.‫ﺍﻟﺘﻮﺻﻴﺎﺕ‬..................................................................
١٥٧
١٥٩
١٦٠
٨
‫ﻗ‬‫ﻭﺍﳌﺮﺍﺟﻊ‬ ‫ﺍﳌﺼﺎﺩﺭ‬ ‫ﺎﺋﻤﺔ‬......................................................١٦١
‫ﻗ‬‫ـ‬‫ﺎﺋ‬‫ـ‬‫ﻤﺔ‬‫ﺍﻷﺷﻜﺎﻝ‬

13. ‫م‬
‫ﻟﻠـﻄـﻔـﻞ‬ ‫ﺍﻟـﻮﺟـﺪﺍﻧـﻴـﺔ‬ ‫ﺍﻟـﺘـﺮﺑـﻴـﺔ‬
‫ﻡ‬‫ﺍﻟﺸﻜـــــــــﻞ‬‫ﺍﻟﺼﻔﺤﺔ‬
١‫ﺷﻜﻞ‬)١-١: (‫ﺍﻟﻄﻔﻮﻟﺔ‬ ‫ﻣﺮﺍﺣﻞ‬.٢٨
٢‫ﺷﻜﻞ‬)٢-١: (‫ﺍﻟﻄﻔﻞ‬ ‫ﳕﻮ‬ ‫ﺧﺼﺎﺋﺺ‬.٣٦
٣‫ﺷﻜﻞ‬)٣-١: (‫ﻟﻠﻮﺟﺪﺍﻥ‬ ‫ﺍﳌﺮﺍﺩﻓﺔ‬ ‫ﺍﻷﻟﻔﺎﻅ‬ ‫ﺑﻌﺾ‬.٤٧
٤‫ﺷﻜﻞ‬)٣-٢: (‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﻣﺼﺎﺩﺭ‬.٥٤
٥‫ﺷﻜﻞ‬)٣-٣: (‫ﺇﺷﺒﺎﻋﻬﺎ‬ ‫ﻭﺃﺳﺎﻟﻴﺐ‬ ‫ﻟﻠﻄﻔﻞ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﳊﺎﺟﺎﺕ‬ ‫ﺑﻌﺾ‬.٧٠
٦‫ﺷﻜﻞ‬)٥-١: (‫ﺍﳌﺆﺛﺮﺍﺕ‬ ‫ﺑﻌﺾ‬‫ﻟﻠﻄﻔﻞ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﻋﻠﻰ‬.٩٦
٧‫ﺷﻜﻞ‬)٥-٢: (‫ﺍﳌﺆﺛﺮﺍﺕ‬ ‫ﺑﻌﺾ‬‫ﻟﻠﻄﻔﻞ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﻋﻠﻰ‬.٩٧
٨‫ﺷﻜﻞ‬)٦-١: (‫ﺗﻄﺒﻴﻘﺎ‬ ‫ﺑﻌﺾ‬‫ﻟﻠﻄﻔﻞ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺕ‬.١٥٤

14. ١
‫ﻟﻠـﻄـﻔـﻞ‬ ‫ﺍﻟـﻮﺟـﺪﺍﻧـﻴـﺔ‬ ‫ﺍﻟـﺘـﺮﺑـﻴـﺔ‬
‫ﺍﻟﻔﺼﻞ‬‫ﺍﻷﻭﻝ‬:‫ﻟﻠﺪﺭﺍﺳﺔ‬ ‫ﺍﻟﻌﺎﻡ‬ ‫ﺍﳌﺪﺧﻞ‬.
١.‫ﺍﳌﻘﺪﻣﺔ‬.
٢.‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﻮﺿﻮﻉ‬.
٣.‫ﺗﺴﺎﺅﻻﺕ‬‫ﺍﻟﺪﺭﺍﺳﺔ‬.
٤.‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺃﻫﺪﺍﻑ‬.
٥.‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺃﳘﻴﺔ‬.
٦.‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﻨﻬﺞ‬.
٧.‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺣﺪﻭﺩ‬.
٨.‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﺼﻄﻠﺤﺎﺕ‬.
٩.‫ﺍﻟﺴﺎﺑﻘﺔ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ‬.

15. ٢
‫ﻟﻠـﻄـﻔـﻞ‬ ‫ﺍﻟـﻮﺟـﺪﺍﻧـﻴـﺔ‬ ‫ﺍﻟـﺘـﺮﺑـﻴـﺔ‬
‫ﺍﳌﻘﺪﻣﺔ‬:
‫ﺁﻟﻪ‬ ‫ﻭﻋﻠﻰ‬ ‫ﳏﻤﺪ‬ ‫ﺳﻴﺪﻧﺎ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻷﻛﻤﻼﻥ‬ ‫ﺍﻷﲤﺎﻥ‬ ‫ﻭﺍﻟﺴﻼﻡ‬ ‫ﻭﺍﻟﺼﻼﺓ‬ ، ‫ﺍﻟﻌﺎﳌﲔ‬ ‫ﺭﺏ‬ ‫ﷲ‬ ‫ﺍﳊﻤﺪ‬
‫ﺑﻌﺪ‬ ‫ﺃﻣﺎ‬ ‫ﺍﻟﺪﻳﻦ‬ ‫ﻳﻮﻡ‬ ‫ﺇﱃ‬ ‫ﺃﲨﻌﲔ‬ ‫ﻭﺻﺤﺒﻪ‬:
‫ﻫﺪﺍﻳ‬ ‫ﺩﻳﻦ‬ ‫ﻟﻴﻜﻮﻥ‬ ‫ﻭﻣﺘﻜﺎﻣﻠﺔ‬ ‫ﺷﺎﻣﻠﺔ‬ ‫ﺑﺼﻮﺭﺓ‬ ‫ﺍﻹﺳﻼﻣﻲ‬ ‫ﺍﻟﺪﻳﻦ‬ ‫ﺟﺎﺀ‬ ‫ﻟﻘﺪ‬، ‫ﻭﺭﺷﺪ‬ ‫ﻭﻃﻤﺄﻧﻴﻨﺔ‬ ‫ﺔ‬
‫ﻣ‬‫ﻧﻔﻮﺳﻬﻢ‬ ‫ﹰ‬‫ﺍ‬‫ﻭﻣﻄﻬﺮ‬ ، ‫ﺍﻟﻔﺎﺳﺪﺓ‬ ‫ﺍﳌﻌﺘﻘﺪﺍﺕ‬ ‫ﻣﻦ‬ ‫ﻓﻴﻬﺎ‬ ‫ﻛﺎﻥ‬ ‫ﻭﻣﺎ‬ ‫ﺍﳌﻘﻴﺘﺔ‬ ‫ﺍﳉﺎﻫﻠﻴﺔ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ‬ ‫ﹰ‬‫ﺎ‬‫ﺨﻠﺼ‬
‫ﻟﻠﺴـﻠﻮﻙ‬ ‫ﺳـﻠﻴﻤﺔ‬ ‫ﻭﻗﻮﺍﻋﺪ‬ ‫ﻭﻣﺒﺎﺩﺉ‬ ‫ﹰ‬‫ﺎ‬‫ﺃﺳﺴ‬ ‫ﹰ‬‫ﺎ‬‫ﻭﻭﺍﺿﻌ‬ ، ‫ﺍﳉﻬﻞ‬ ‫ﺭﺫﺍﺋﻞ‬ ‫ﻣﻦ‬ ‫ﺎ‬ ‫ﻋﻠﻖ‬ ‫ﳑﺎ‬ ‫ﻢ‬‫ﻭﻭﺟﺪﺍ‬
‫ﻟﺘﺮ‬ ‫ﺍﻟﻄﺮﻕ‬ ‫ﺃﻫﻢ‬ ‫ﹰ‬‫ﺎ‬‫ﻭﳏﻘﻘ‬ ، ‫ﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﺍﻟﺴﻌﺎﺩﺓ‬ ‫ﻟﺘﺤﻘﻴﻖ‬ ‫ﺍﻟﻌﻤﻞ‬ ‫ﻭﻣﻘﺎﻳﻴﺲ‬ ، ‫ﺍﻹﻧﺴﺎﱐ‬‫ﺍﻹﻧﺴـﺎﻥ‬ ‫ﺑﻴـﺔ‬
، ‫ﻟﻪ‬ ‫ﺍﻵﻣﻨﺔ‬ ‫ﺍﳊﻴﺎﺓ‬ ‫ﻴﺌﺔ‬‫ﻭ‬‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﲜﻮﺍﻧﺒﻪ‬ ‫ﺑﺎﻻﻫﺘﻤﺎﻡ‬ ‫ﻭﺫﻟﻚ‬.
‫ﺑـﺪﺃ‬ ‫ﳎﺘﻤﻌـﻪ‬ ‫ﻳﻘﻴﻢ‬ ‫ﺃﻥ‬ ‫ﺃﺭﺍﺩ‬ ‫ﻋﻨﺪﻣﺎ‬ ‫ﺃﻧﻪ‬ ‫ﺍﻟﻌﻈﻴﻢ‬ ‫ﺍﻟﺮﺑﺎﱐ‬ ‫ﺍﻟﺪﻳﻦ‬ ‫ﻫﺬﺍ‬ ‫ﻣﻨﻬﺞ‬ ‫ﺷﻮﺍﻫﺪ‬ ‫ﺃﺑﺮﺯ‬ ‫ﻭﻣﻦ‬
‫ﲢﺮﺭ‬ ‫ﲢﻘﻖ‬ ‫ﺇﺫﺍ‬ ‫ﻷﻧﻪ‬ ، ‫ﻏﲑﻩ‬ ‫ﻷﺣﺪ‬ ‫ﺍﳋﻀﻮﻉ‬ ‫ﻭﻣﻦ‬ ، ‫ﺍﷲ‬ ‫ﻏﲑ‬ ‫ﻋﺒﺎﺩﺓ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺒﺸﺮﻱ‬ ‫ﺍﻟﻮﺟﺪﺍﻥ‬ ‫ﺑﺘﺤﺮﻳﺮ‬
‫ﺫﻟ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻮﺟﺪﺍﻥ‬‫ﺍﻟـﺪﻭﺍﻓﻊ‬ ‫ﻹﺷـﺒﺎﻉ‬ ‫ﺟـﺎﺀ‬ ‫ﺃﻧـﻪ‬ ‫ﻛﻤﺎ‬ ، ‫ﻭﺍﻟﻜﺮﺍﻣﺔ‬ ‫ﺍﻟﻌﺰﺓ‬ ‫ﻟﻺﻧﺴﺎﻥ‬ ‫ﲢﻘﻘﺖ‬ ‫ﻚ‬
‫ﺍﻟـﺪﻳﲏ‬ ‫ﺍﻟﻮﺍﺯﻉ‬ ‫ﻭﺗﺮﺑﻴﺔ‬ ، ‫ﻭﺍﻟﺘﺪﻳﻦ‬ ‫ﻭﺍﻻﻧﺘﻤﺎﺀ‬ ‫ﺍﻷﻣﻦ‬ ‫ﺇﱃ‬ ‫ﻛﺎﳊﺎﺟﺔ‬ ‫ﻟﻺﻧﺴﺎﻥ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﻭﺍﳊﺎﺟﺎﺕ‬
‫ﻭﺳـﻼﻣﺔ‬ ‫ﻭﺍﻟﺘﺴـﺎﻣﺢ‬ ‫ﻭﺍﻷﻣﺎﻧﺔ‬ ‫ﻛﺎﻟﺼﺪﻕ‬ ‫ﺍﻟﻨﺒﻴﻠﺔ‬ ‫ﻭﺍﳌﺸﺎﻋﺮ‬ ‫ﺍﻟﻔﻀﺎﺋﻞ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺗﺮﺑﻴﺘﻪ‬ ‫ﺍﻟﻔﺮﺩ‬ ‫ﻟﺪﻯ‬
‫ﻭﺍﻹ‬ ‫ﻭﺍﻟﻄﺎﻋﺔ‬ ، ‫ﺍﻷﺣﻘﺎﺩ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺼﺪﺭ‬‫ﻭﺍﻟﻌـﺰﺓ‬ ‫ﻭﺍﻟﻘﻨﺎﻋـﺔ‬ ، ‫ﻭﺍﻟﺘﻔﺎﺅﻝ‬ ‫ﺑﺎﻷﻣﻞ‬ ‫ﻭﺍﻟﺸﻌﻮﺭ‬ ، ‫ﺧﻼﺹ‬
‫ﻭﺍﻟﻜﺮﺍﻣﺔ‬.
، ‫ﻭﺍﻟﻠﻄـﻒ‬ ‫ﻭﺍﻟﺮﻓﻖ‬ ‫ﺍﻟﺮﲪﺔ‬ ‫ﺧﻠﻖ‬ ‫ﺇﱃ‬ ‫ﺩﻋﺎ‬ ‫ﻭﻗﺪ‬‫ﭽ‬ ‫ﭨ‬ ‫ﭧ‬‫ﭡ‬ ‫ﭠ‬ ‫ٺﭟ‬ ‫ﭝ‬ ‫ﭜ‬ ‫ﭛ‬ ‫ڀ‬ ‫ﭙ‬
‫ﭹ‬ ‫ﭸ‬ ‫ﭷ‬ ‫ﭵڃ‬ ‫ﭴ‬ ‫ﭳ‬ ‫ڄ‬ ‫ﭱ‬ ‫ﭯﭰ‬ ‫ڦ‬ ‫ﭭ‬ ‫ﭬ‬ ‫ﭫ‬ ‫ڤ‬ ‫ﭩ‬ ‫ﭧﭨ‬ ‫ٹ‬ ‫ﭥ‬ ‫ﭤ‬ ‫ﭣ‬ ‫ٿ‬
‫ﭻ‬ ‫چ‬‫ﭼ‬]‫ﺳﻮﺭﺓ‬‫ﺁﻝ‬‫ﻋﻤﺮﺍﻥ‬:١٥٩[‫ﺍ‬ ‫ﺍﻟﺮﺳﻮﻝ‬ ‫ﻭﻗﺎﻝ‬‫ﻭﺳـﻠﻢ‬ ‫ﻋﻠﻴـﻪ‬ ‫ﺍﷲ‬ ‫ﺻﻠﻰ‬ ‫ﻟﻜﺮﱘ‬" :‫ﺇﻥ‬
‫ﺍﻟﺮﻓﻖ‬‫ﻻ‬‫ﻳﻜﻮﻥ‬‫ﰲ‬‫ﺷﻲﺀ‬‫ﺇﻻ‬‫ﺯﺍﻧﻪ‬‫ﻭﻻ‬‫ﻳ‬‫ﱰﻉ‬‫ﻣﻦ‬‫ﺷﻲﺀ‬‫ﺇﻻ‬‫ﺷﺎﻧﻪ‬")‫ﺩ‬ ، ‫ﻣﺴـﻠﻢ‬.، ‫ﺕ‬‫ﺝ‬٤،
‫ﺹ‬٢٠٠٤(
‫ﻭ‬‫ﺍﻟﺘﺮﺑﻴـﺔ‬ ‫ﰲ‬ ‫ـﺎ‬‫ﺃ‬ ‫ﺇﻻ‬ ‫ﺍﻟﻌﺼـﻮﺭ‬ ‫ﻣﺮ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﰲ‬ ‫ﹰ‬‫ﺍ‬‫ﺑﺎﺭﺯ‬ ‫ﹰ‬‫ﺎ‬‫ﻣﻜﺎﻧ‬ ‫ﲢﺘﻞ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬
‫ﺍﻟﺸ‬ ‫ﻧﺼﻮﺹ‬ ‫ﰲ‬ ‫ﺫﻟﻚ‬ ‫ﻭﻳﻈﻬﺮ‬ ‫ﺃﺑﺮﺯ‬ ‫ﹰ‬‫ﺎ‬‫ﻣﻜﺎﻧ‬ ‫ﲢﺘﻞ‬ ‫ﺍﻹﺳﻼﻣﻴﺔ‬‫ﻭﺍﻟـﱵ‬ ‫ﺳـﺒﻖ‬ ‫ﻛﻤﺎ‬ ‫ﺍﻹﺳﻼﻣﻴﺔ‬ ‫ﺮﻳﻌﺔ‬
‫ﺍﻹﻧﺴﺎﻥ‬ ‫ﺣﻴﺎﺓ‬ ‫ﰲ‬ ‫ﺍﳌﻬﻢ‬ ‫ﺍﳉﺎﻧﺐ‬ ‫ﺬﺍ‬ ‫ﺍﻫﺘﻤﺖ‬.

16. ٣
‫ﻟﻠـﻄـﻔـﻞ‬ ‫ﺍﻟـﻮﺟـﺪﺍﻧـﻴـﺔ‬ ‫ﺍﻟـﺘـﺮﺑـﻴـﺔ‬
"‫ﻭﺍﳌﺸﺎﻋﺮ‬ ‫ﺍﻟﻌﻮﺍﻃﻒ‬ ‫ﻋﻠﻰ‬ ‫ﻳﺸﺘﻤﻞ‬ ‫ﺍﻹﻧﺴﺎﻧﻴﺔ‬ ‫ﻟﻠﺸﺨﺼﻴﺔ‬ ‫ﺍﻻﻧﻔﻌﺎﱄ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻮﺟﺪﺍﱐ‬ ‫ﺍﳉﺎﻧﺐ‬ ‫ﺇﻥ‬
‫ﻭﺟﺴـﻤﻴﺔ‬ ‫ﺭﻭﺣﻴـﺔ‬ ‫ﺗﺮﺑﻴﺔ‬ ‫ﺍﻹﺳﻼﻣﻴﺔ‬ ‫ﻭﺍﻟﺘﺮﺑﻴﺔ‬ ، ‫ﻭﺍﻟﺴﺮﻭﺭ‬ ‫ﻭﺍﳋﻮﻑ‬ ‫ﻭﺍﻟﻐﻀﺐ‬ ‫ﻭﺍﻟﻜﺮﻩ‬ ‫ﻛﺎﳊﺐ‬
‫ﺗ‬ ‫ﺎ‬‫ﺃ‬ ‫ﻛﻤﺎ‬ ‫ﻭﻋﻘﻠﻴﺔ‬ ‫ﻭﺍﺟﺘﻤﺎﻋﻴﺔ‬‫ﻣﻦ‬ ‫ﺍﻟﻌﺪﻳﺪ‬ ‫ﻋﻠﻰ‬ ‫ﻭﲢﺜﻪ‬ ‫ﺍﻹﻧﺴﺎﻥ‬ ‫ﻋﺎﻃﻔﺔ‬ ‫ﲣﺎﻃﺐ‬ ‫ﺎ‬‫ﻷ‬ ‫ﻭﺟﺪﺍﻧﻴﺔ‬ ‫ﺮﺑﻴﺔ‬
‫ﺍﻷﺧﻼﻕ‬ ‫ﻭﻣﻜﺎﺭﻡ‬ ‫ﺍﻟﻔﻀﺎﺋﻞ‬) "،‫ﺍﻟﻌﻨﺎﱐ‬١٤٢١‫ﻫـ،ﺹ‬٩٣(
‫ﻋﻨﺎﻳﺘﻪ‬ ‫ﻭﻭﺟﻪ‬ ، ‫ﺍﳌﺨﻠﻮﻗﺎﺕ‬ ‫ﺳﺎﺋﺮ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻛﺮﻣﻪ‬ ، ‫ﺍﻹﻧﺴﺎﻥ‬ ‫ﺑﻨﻔﺴﻴﺔ‬ ‫ﺍﻹﺳﻼﻡ‬ ‫ﺍﻫﺘﻢ‬ ‫ﻓﻘﺪ‬ ‫ﻭﳍﺬﺍ‬
‫ﺍﻷﺳـﺮ‬ ‫ﻟﺪﻯ‬ ‫ﹰ‬‫ﺔ‬‫ﺭﻓﻴﻌ‬ ‫ﹰ‬‫ﺔ‬‫ﻣﻜﺎﻧ‬ ‫ﻟﻪ‬ ‫ﻭﺣﻔﻆ‬ ، ‫ﻭﻛﺮﺍﻣﺘﻪ‬ ‫ﺑﻨﻔﺴﻴﺘﻪ‬ ‫ﻓﺎﻫﺘﻢ‬ ، ‫ﻟﻠﻄﻔﻞ‬، ‫ﺓ‬‫ﭧ‬‫ﭨ‬‫ﭽ‬‫ﭑ‬‫ٻ‬‫ﭓ‬‫ﭔ‬‫ﭕپ‬
‫ﭗ‬‫ﭘ‬‫ﭙ‬‫ڀ‬‫ﭛ‬‫ﭜ‬‫ﭝ‬‫ٺ‬‫ﭟ‬‫ﭼ‬
)‫ﺳﻮﺭﺓ‬‫ﺍﻟﻜﻬﻒ‬:٤٦(
، ‫ﺍﻟﻨﺎﺷﺊ‬ ‫ﺍﻟﻄﻔﻞ‬ ‫ﻧﻔﺲ‬ ‫ﰲ‬ ‫ﹰ‬‫ﺔ‬‫ﻭﺍﺳﻌ‬ ‫ﹰ‬‫ﺔ‬‫ﻣﺴﺎﺣ‬ ‫ﺗﺸﻜﻞ‬ ‫ﺍﻟﻌﺎﻃﻔﺔ‬ ‫ﺃﻥ‬ ‫ﻭﺣﻴﺚ‬‫ﺣﻴﺚ‬‫ﺗﻜ‬‫ﻧﻔﺴـﻪ‬ ‫ﻮﻥ‬
، ‫ﻛﻠﻬﺎ‬ ‫ﺣﻴﺎﺗﻪ‬ ‫ﻭﰲ‬ ‫ﻣﺴﺘﻘﺒﻠﻪ‬ ‫ﰲ‬ ‫ﹰ‬‫ﺎ‬‫ﺳﻮﻳ‬ ‫ﹰ‬‫ﺎ‬‫ﺇﻧﺴﺎﻧ‬ ‫ﻛﺎﻥ‬ ‫ﻣﺘﻮﺍﺯﻥ‬ ‫ﺑﺸﻜﻞ‬ ‫ﺃﺧﺬﻫﺎ‬ ‫ﻓﺈﻥ‬ ، ‫ﺷﺨﺼﻴﺘﻪ‬ ‫ﻭﺗﺒﲏ‬
‫ﺃﳘﻴﺔ‬ ‫ﻟﻪ‬ ‫ﺍﻟﻮﺟﺪﺍﱐ‬ ‫ﺍﻟﺒﻨﺎﺀ‬ ‫ﻓﺈﻥ‬ ‫ﻟﺬﺍ‬ ، ‫ﻋﻘﺒﺎﻫﺎ‬ ‫ﲢﻤﺪ‬ ‫ﻻ‬ ‫ﻋﻘﺪ‬ ‫ﻟﺪﻳﻪ‬ ‫ﺗﺸﻜﻠﺖ‬ ‫ﺫﻟﻚ‬ ‫ﺑﻐﲑ‬ ‫ﺃﺧﺬﻫﺎ‬ ‫ﻭﺇﻥ‬
‫ﺇﺫ‬ ، ‫ﺍﻷﻛﱪ‬ ‫ﺍﻟﺪﻭﺭ‬ ‫ﺍﻟﻮﺍﻟﺪﺍﻥ‬ ‫ﻓﻴﻪ‬ ‫ﻳﻠﻌﺐ‬ ‫ﺍﻟﺒﻨﺎﺀ‬ ‫ﻭﻫﺬﺍ‬ ، ‫ﻭﺗﻜﻮﻳﻨﻪ‬ ‫ﺍﻟﻄﻔﻞ‬ ‫ﻧﻔﺲ‬ ‫ﺑﻨﺎﺀ‬ ‫ﰲ‬ ‫ﺧﺎﺻﺔ‬‫ﳘﺎ‬
‫ﺍﻟﺮﺷﻴﺪ‬ ‫ﺍﻟﺮﻛﻦ‬ ‫ﻭﳘﺎ‬ ، ‫ﺍﻟﻄﻔﻞ‬ ‫ﻫﺬﺍ‬ ‫ﻧﻔﺲ‬ ‫ﺗﺒﲏ‬ ‫ﺍﻟﱵ‬ ‫ﻭﺍﻟﻌﺎﻃﻔﺔ‬ ‫ﺍﻟﻮﺟﺪﺍﻥ‬ ‫ﻷﺷﻌﺔ‬ ‫ﺍﻷﺳﺎﺳﻲ‬ ‫ﺍﳌﺼﺪﺭ‬
‫ﻭﻛـﺬﻟﻚ‬ ، ‫ﻭﺍﻷﻣﻮﻣﺔ‬ ‫ﺍﻷﺑﻮﺓ‬ ‫ﻭﻧﻌﻤﺔ‬ ‫ﻭﺍﻟﻌﺎﻃﻔﺔ‬ ‫ﺍﻟﻮﺟﺪﺍﻥ‬ ‫ﲝﺮﺍﺭﺓ‬ ‫ﻟﻴﻨﻌﻢ‬ ‫ﺍﻟﻄﻔﻞ‬ ‫ﺇﻟﻴﻪ‬ ‫ﻳﺄﻭﻱ‬ ‫ﺍﻟﺬﻱ‬
‫ﺍﻷﺳﺮﺓ‬ ‫ﺩﺍﺧﻞ‬ ‫ﺍﻷﺧﻮﺓ‬ ‫ﻧﻌﻤﺔ‬)، ‫ﺳﻮﻳﺪ‬١٤١٠‫ﺹ‬ ، ‫ﻫـ‬١٧٩. (
‫ﻓﻘﺪ‬ ‫ﺍﳌﻨﻄﻠﻖ‬ ‫ﻫﺬﺍ‬ ‫ﻭﻣﻦ‬‫ﻓﻜﺮ‬ ‫ﻧﺒﻌﺖ‬‫ﻭﺍﻟﱵ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻫﺬﻩ‬ ‫ﺓ‬‫ﺑﻌﻨﻮﺍﻥ‬ ‫ﺟﺎﺀﺕ‬"‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬
‫ﺍ‬ ‫ﺎ‬‫ﻭﺗﻄﺒﻴﻘﺎ‬ ‫ﻟﻠﻄﻔﻞ‬‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺍﳌﺮﺣﻠﺔ‬ ‫ﰲ‬ ‫ﻟﺘﺮﺑﻮﻳﺔ‬"‫ﻟﻠﻄﻔـﻞ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴـﺔ‬ ‫ﺍﻟﺘﺮﺑﻴـﺔ‬ ‫ﺃﳘﻴﺔ‬ ‫ﻹﺑﺮﺍﺯ‬
‫ﹰ‬‫ﺎ‬‫ﺧﺼﻮﺻ‬‫ﻣـﻦ‬ ‫ﹰ‬‫ﺍ‬‫ﻛـﺒﲑ‬ ‫ﹰ‬‫ﺍ‬‫ﺟﺰﺀ‬ ‫ﺗﺸﻜﻞ‬ ‫ﺎ‬‫ﻷ‬ ‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺍﳌﺮﺣﻠﺔ‬ ‫ﺍﺧﺘﻴﺎﺭ‬ ‫ﰎ‬ ‫ﺃﻧﻪ‬ ‫ﺇﱃ‬ ‫ﺍﻹﺷﺎﺭﺓ‬ ‫ﻭﲡﺪﺭ‬ ،
‫ﺗﻌﺎﱃ‬ ‫ﺍﷲ‬ ‫ﻓﺄﺳﺄﻝ‬ ، ‫ﺍﻟﻄﻔﻞ‬ ‫ﺣﻴﺎﺓ‬‫ﻳﻜـﻮﻥ‬ ‫ﻭﺃﻥ‬ ‫ﺍﻟﺒﺤﺚ‬ ‫ﻫﺬﺍ‬ ‫ﻋﺮﺽ‬ ‫ﰲ‬ ‫ﻭﺍﻟﺘﻮﻓﻴﻖ‬ ‫ﻭﺍﻟﺴﺪﺍﺩ‬ ‫ﺍﻹﻋﺎﻧﺔ‬
‫ﺍﻟﻘﺼﺪ‬ ‫ﻭﺭﺍﺀ‬ ‫ﻣﻦ‬ ‫ﻭﺍﷲ‬ ، ‫ﻭﻓﺎﺋﺪﺓ‬ ‫ﻧﻔﻊ‬ ‫ﺫﺍ‬.
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﻮﺿﻮﻉ‬:

17. ٤
‫ﻟﻠـﻄـﻔـﻞ‬ ‫ﺍﻟـﻮﺟـﺪﺍﻧـﻴـﺔ‬ ‫ﺍﻟـﺘـﺮﺑـﻴـﺔ‬
‫ﻭﺍﻟﺮﻭﺣﻴـﺔ‬ ‫ﻭﺍﻟﻌﻘﻠﻴـﺔ‬ ‫ﺍﳉﺴـﻤﻴﺔ‬ ‫ﺍﻹﻧﺴـﺎﻥ‬ ‫ﺟﻮﺍﻧﺐ‬ ‫ﲜﻤﻴﻊ‬ ‫ﺍﻹﺳﻼﻣﻲ‬ ‫ﺍﻟﺪﻳﻦ‬ ‫ﻋﲏ‬ ‫ﻟﻘﺪ‬
‫ﰲ‬ ‫ﻣﻬﻢ‬ ‫ﺟﺎﻧﺐ‬ ‫ﺍﻟﻮﺟﺪﺍﻥ‬ ‫ﻷﻥ‬ ‫ﻭﺫﻟﻚ‬ ، ‫ﻭﺍﻟﻌﺎﻃﻔﻴﺔ‬ ‫ﻣﻨﻬﺎ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺳﻴﻤﺎ‬ ‫ﻻ‬ ‫ﻭﺍﻷﺧﻼﻗﻴﺔ‬‫ﺍﻹﻧﺴﺎﻥ‬
‫ﻭﺍﻟﺘﻐﺎﻓﻞ‬ ‫ﺑﺎﻹﳘﺎﻝ‬ ‫ﻭﻳﻀﻌﻒ‬ ‫ﺑﺎﻟﺘﺮﺑﻴﺔ‬ ‫ﻳﻨﻤﻰ‬ ‫ﺃﻥ‬ ‫ﳝﻜﻦ‬ ‫ﺍﳉﻮﺍﻧﺐ‬ ‫ﻛﻜﻞ‬.
‫ﺳﻠﻮﻙ‬ ‫ﻋﻠﻰ‬ ‫ﻳﺆﺛﺮ‬ ‫ﺍﻟﻮﺟﺪﺍﱐ‬ ‫ﺍﳉﺎﻧﺐ‬ ‫ﻷﻥ‬ ‫ﹰ‬‫ﺍ‬‫ﻛﺒﲑ‬ ‫ﹰ‬‫ﺎ‬‫ﺍﻫﺘﻤﺎﻣ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺑﺎﻟﺘﺮﺑﻴﺔ‬ ‫ﺍﻹﺳﻼﻡ‬ ‫ﺍﻫﺘﻢ‬ ‫ﻭ‬
‫ﺍﻟﻔـﺮﺩ‬ ‫ﺧﻠﻮ‬ ‫ﺗﻀﻤﻦ‬ ‫ﺑﻪ‬ ‫ﻭﺍﻟﻌﻨﺎﻳﺔ‬ ، ‫ﻭﳎﺘﻤﻌﻪ‬ ‫ﺃﺳﺮﺗﻪ‬ ‫ﺃﻓﺮﺍﺩ‬ ‫ﻣﻦ‬ ‫ﺑﻪ‬ ‫ﺍﶈﻴﻄﲔ‬ ‫ﻭﲡﺎﻩ‬ ‫ﻧﻔﺴﻪ‬ ‫ﲡﺎﻩ‬ ‫ﺍﻟﻔﺮﺩ‬
‫ﻣﻦ‬ ‫ﺘﻤﻊ‬‫ﻭﺍ‬‫ﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﻭﺍﻻﺿﻄﺮﺍﺑﺎﺕ‬ ‫ﺍﻷﻣﺮﺍﺽ‬.
‫ﺇﺫ‬ ، ‫ﺣﺴﺎﺳـﺔ‬ ‫ﺃﺳﺎﺳﻴﺔ‬ ‫ﻣﺮﺣﻠﺔ‬ ‫ﻓﻬﻲ‬ ‫ﺍﻹﻧﺴﺎﻥ‬ ‫ﺣﻴﺎﺓ‬ ‫ﻣﺮﺍﺣﻞ‬ ‫ﺃﻫﻢ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻄﻔﻮﻟﺔ‬ ‫ﻣﺮﺣﻠﺔ‬ ‫ﻭﺗﻌﺪ‬
‫ﺑﺎﻟﺘﺮﺑﻴـﺔ‬ ‫ﺍﻻﻫﺘﻤـﺎﻡ‬ ‫ﻣـﻦ‬ ‫ﺑـﺪ‬ ‫ﻻ‬ ‫ﻟﺬﺍ‬ ، ‫ﺍﻷﻣﺔ‬ ‫ﻣﺴﺘﻘﺒﻞ‬ ‫ﻭﺑﺎﻟﺘﺎﱄ‬ ، ‫ﺍﻷﻓﺮﺍﺩ‬ ‫ﻣﺴﺘﻘﺒﻞ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻳﺒﲎ‬
‫ﺍﳌﺴﺘﻘﺒﻞ‬ ‫ﰲ‬ ‫ﻭﺍﻻﺳﺘﻘﺮﺍﺭ‬ ‫ﺍﻟﺘﻮﺍﺯﻥ‬ ‫ﻟﻀﻤﺎﻥ‬ ‫ﺍﳌﺮﺣﻠﺔ‬ ‫ﻫﺬﻩ‬ ‫ﰲ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬.
‫ﺇﻥ‬‫ﻳﺸـﻜﻞ‬ ‫ﺍﻟﺬﻱ‬ ،‫ﺍﻹﻧﺴﺎﻥ‬ ‫ﻋﻨﺪ‬ ‫ﻭﺍﻟﺸﻌﻮﺭﻱ‬ ‫ﺍﻟﻌﺎﻃﻔﻲ‬ ‫ﺑﺎﳉﺎﻧﺐ‬ ‫ﺗﺘﻌﻠﻖ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬
‫ﺍﳌﺘﻜﺎﻣﻠﺔ‬ ‫ﺍﻹﻧﺴﺎﻧﻴﺔ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﺟﻮﺍﻧﺐ‬ ‫ﺳﺎﺋﺮ‬،‫ﺑﺎﻟﻠﺬﺓ‬ ‫ﺃﻭﱃ‬ ‫ﺇﺣﺴﺎﺱ‬ ‫ﻛﻞ‬ ‫ﻋﻠﻰ‬ ‫ﻳﻄﻠﻖ‬ ‫ﻭﺍﻟﻮﺟﺪﺍﻥ‬
‫ﰲ‬ ‫ﺍﻷﱂ‬ ‫ﺃﻭ‬ ‫ﺑﺎﻟﻠـﺬﺓ‬ ‫ﺗﺄﺛﺮﻫـﺎ‬ ‫ﺣﻴﺚ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﺍﳊﺎﻻﺕ‬ ‫ﻣﻦ‬ ‫ﺃﻧﻮﺍﻉ‬ ‫ﻋﻠﻰ‬ ‫ﻛﺬﻟﻚ‬ ‫ﻭﻳﻄﻠﻖ‬ ‫ﻭﺍﻷﱂ‬
‫ﺃﺧﺮﻯ‬ ‫ﺣﺎﻻﺕ‬ ‫ﻣﻘﺎﺑﻞ‬‫ﻭﺍﳌﻌﺮﻓﺔ‬ ‫ﺑﺎﻹﺩﺭﺍﻙ‬ ‫ﲤﺘﺎﺯ‬،‫ﺍﻟﻜﺎﻣﻨـﺔ‬ ‫ﻭﺍﳌﺸﺎﻋﺮ‬ ‫ﺍﻷﺣﺎﺳﻴﺲ‬ ‫ﻓﺎﻥ‬ ‫ﻫﺬﺍ‬ ‫ﻭﻋﻠﻰ‬
‫ﺍﻹﻧﺴﺎﻥ‬ ‫ﺃﻋﻤﺎﻕ‬ ‫ﰲ‬،‫ﻭﻣﺸﺎﻋﺮ‬ ‫ﻭﺃﱂ‬ ‫ﺳﻌﺎﺩﺓ‬ ‫ﻣﺸﺎﻋﺮ‬ ‫ﻣﻦ‬ ‫ﻋﻨﻬﺎ‬ ‫ﻳﻨﺘﺞ‬ ‫ﻭﻣﺎ‬‫ﺇ‬‫ﻛـﻞ‬ ‫ﺳـﻠﺒﻴﺔ‬ ‫ﺃﻭ‬ ‫ﳚﺎﺑﻴﺔ‬
‫ﺍﻹﻧﺴﺎﻥ‬ ‫ﻋﻨﺪ‬ ‫ﺍﻟﻮﺟﺪﺍﻥ‬ ‫ﻳﺸﻜﻞ‬ ‫ﺫﻟﻚ‬،‫ﻫـﺬﻩ‬ ‫ﺗﻨﻤﻴـﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺗﻌﻤﻞ‬ ‫ﺍﻟﱵ‬ ‫ﻫﻲ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﻭﺍﻟﺘﺮﺑﻴﺔ‬
‫ﺍﻻﳚﺎﺑﻴ‬ ‫ﺑﺎﻟﺼﻮﺭﺓ‬ ‫ﻭﺍﻷﺣﺎﺳﻴﺲ‬ ‫ﺍﳌﺸﺎﻋﺮ‬‫ﺍﻟﺒﺸـﺮ‬ ‫ﻣـﻊ‬ ‫ﺍﳚﺎﺑﻴﺔ‬ ‫ﻋﻼﻗﺔ‬ ‫ﺇﱃ‬ ‫ﺍﻟﻨﻬﺎﻳﺔ‬ ‫ﰲ‬ ‫ﺗﺆﺩﻯ‬ ‫ﺍﻟﱵ‬ ‫ﺔ‬
‫ﻭﺍﳊﻴﺎﺓ‬ ‫ﻭﺍﻟﻜﻮﻥ‬.
‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﻭﺗﻌﺘﻤﺪ‬‫ﻟﻠﻄﻔﻞ‬‫ﻣﻦ‬ ‫ﻛﻐﲑﻫﺎ‬‫ﺍﻹﻧﺴﺎﻥ‬ ‫ﻟﺸﺨﺼﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺍﳉﻮﺍﻧﺐ‬‫ﻋﻠـﻰ‬
‫ﻣﻦ‬ ‫ﳎﻤﻮﻋﺔ‬‫ﻭﺍﻟﺪﺭﺍﺳـﺔ‬ ، ‫ﺍﻟﺮﻓﺎﻕ‬ ‫ﻭﲨﺎﻋﺔ‬ ‫ﺘﻤﻊ‬‫ﻭﺍ‬ ‫ﻭﺍﳌﺪﺭﺳﺔ‬ ‫ﻛﺎﻷﺳﺮﺓ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﳌﺆﺳﺴﺎﺕ‬
‫ﺍ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﻋﻦ‬ ‫ﺗﺘﺤﺪﺙ‬ ‫ﺍﳊﺎﻟﻴﺔ‬‫ﻣﻦ‬ ‫ﻛﻮﺳﻴﻂ‬ ‫ﺍﳌﺪﺭﺳﺔ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺍﳌﺮﺣﻠﺔ‬ ‫ﻟﻄﻔﻞ‬ ‫ﻟﻮﺟﺪﺍﻧﻴﺔ‬
‫ﺍﻷﻃﻔﺎﻝ‬ ‫ﻟﺪﻯ‬ ‫ﺍﳉﺎﻧﺐ‬ ‫ﻫﺬﺍ‬ ‫ﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﻭﺳﺎﺋﻂ‬.
‫ﻓ‬‫ﺍﻟﺜﺎﻧﻴﺔ‬ ‫ﺍﳌﺮﺗﺒﺔ‬ ‫ﰲ‬ ‫ﺗﺄﺗﻰ‬ ‫ﺎﳌﺪﺭﺳﺔ‬‫ﺍﻷﺳﺮﺓ‬ ‫ﺑﻌﺪ‬،‫ﺍﻟﻄﻔﻞ‬ ‫ﺗﻨﺸﺌﺔ‬ ‫ﰲ‬ ‫ﺍﻷﳘﻴﺔ‬ ‫ﺣﻴﺚ‬ ‫ﻣﻦ‬‫ﻭﺗﺘﺤﻤـﻞ‬
‫ﺍﻟﻄﻔﻞ‬ ‫ﻣﺪﺍﺭﻙ‬ ‫ﺗﻮﺳﻴﻊ‬ ‫ﺃﺟﻞ‬ ‫ﻣﻦ‬ ‫ﺍﻷﺳﺮﺓ‬ ‫ﻣﻊ‬ ‫ﺑﺎﻟﺘﻌﺎﻭﻥ‬ ‫ﺍﻟﺼﻐﺎﺭ‬ ‫ﺗﻌﻠﻴﻢ‬ ‫ﺍﳌﺪﺭﺳﺔ‬‫ﺍﳌﻌﺮﻓﺔ‬ ‫ﳛﺐ‬ ‫ﻭﺟﻌﻠﻪ‬

18. ٥
‫ﻟﻠـﻄـﻔـﻞ‬ ‫ﺍﻟـﻮﺟـﺪﺍﻧـﻴـﺔ‬ ‫ﺍﻟـﺘـﺮﺑـﻴـﺔ‬
‫ﻛﻤﺆﺳﺴﺔ‬ ‫ﺍﳌﺪﺭﺳﺔ‬ ‫ﺑﺮﻭﺯ‬ ‫ﺇﱃ‬ ‫ﺃﺩﻯ‬ ‫ﳑﺎ‬ ،‫ﻭﺍﻟﺘﻌﻠﻴﻢ‬‫ﺗﺮﺑﻮﻳﺔ‬‫ﺃﺛﺮﻫﺎ‬ ‫ﳍﺎ‬ ،‫ﻣﻬﻤﺔ‬‫ﺍﻟﻔﺎﻋﻞ‬‫ﰲ‬‫ﺗﺮﺑﻴﺔ‬‫ﳐﺘﻠﻒ‬
،‫ﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﺍﻟﻄﻔﻞ‬ ‫ﺟﻮﺍﻧﺐ‬‫ﻭ‬‫ﻭ‬ ‫ﺧﺎﺻـﺔ‬ ،‫ﻭﺍﻟﺴـﻠﻮﻛﻴﺔ‬ ،‫ﻭﺍﻷﺧﻼﻗﻴﺔ‬ ،‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬‫ﺃ‬‫ﰲ‬ ‫ﺍﻟﻄﻔـﻞ‬ ‫ﻥ‬
‫ﹰ‬‫ﺎ‬‫ﻣﻄﺒﻮﻋ‬ ‫ﻳﻜﻮﻥ‬ ‫ﻋﻤﺮﻩ‬ ‫ﻣﻦ‬ ‫ﺍﻷﻭﱃ‬ ‫ﺍﻟﺴﻨﻮﺍﺕ‬‫ﳎ‬ ‫ﺗﺴﻮﺩ‬ ‫ﺍﻟﱵ‬ ‫ﺑﺎﻟﻘﻴﻢ‬ ‫ﻭﺍﻟﺘﻄﺒﻊ‬ ‫ﺍﻟﺘﻘﻠﻴﺪ‬ ‫ﻋﻠﻰ‬‫ﺍﻟﺬﻱ‬ ‫ﺘﻤﻌﻪ‬
‫ﹰ‬‫ﻼ‬‫ﻋﺎﻣ‬ ‫ﺗﻌﺪ‬ ‫ﺍﳌﺪﺭﺳﺔ‬ ‫ﻓﺎﻥ‬ ‫ﻟﺬﺍ‬ ،‫ﺍﳌﺪﺭﺳﺔ‬ ‫ﰲ‬ ‫ﻳﻌﻴﺸﻪ‬‫ﺍﻟﺘﻜﻮﻳﻦ‬ ‫ﺍﻟﻔﺮﺩ‬ ‫ﺷﺨﺼﻴﺔ‬ ‫ﺗﻜﻮﻳﻦ‬ ‫ﰲ‬ ‫ﺍﻷﺛﺮ‬ ‫ﻋﻈﻴﻢ‬
‫ﺍﻟﺴﻠﻴﻢ‬ ‫ﻭﺍﻟﺘﺮﺑﻮﻱ‬ ‫ﺍﻟﻌﻠﻤﻲ‬،‫ﺘﻤﻊ‬‫ﺍ‬ ‫ﰲ‬ ‫ﻭﻋﻼﻗﺘﻪ‬ ‫ﺍﳌﻘﺒﻠﺔ‬ ‫ﺣﻴﺎﺗﻪ‬ ‫ﰲ‬ ‫ﺍﲡﺎﻫﺎﺗﻪ‬ ‫ﺗﻘﺮﻳﺮ‬ ‫ﻭﰱ‬.‫ﻫﻨـﺎ‬ ‫ﻭﻣﻦ‬
‫ﻓ‬‫ﺈ‬‫ﻟﻴﺴﺖ‬ ‫ﺍﳌﺪﺭﺳﺔ‬ ‫ﻥ‬‫ﹰ‬‫ﺔ‬‫ﺗﻌﻠﻴﻤﻴ‬ ‫ﹰ‬‫ﺔ‬‫ﻣﺆﺳﺴ‬‫ﻟﻠﻄﻔـﻞ‬ ‫ﺧﺎﺻـﺔ‬ ‫ﺍﻟﻌﻼﻗﺎﺕ‬ ‫ﻣﻦ‬ ‫ﻧﺴﻴﺞ‬ ‫ﻫﻲ‬ ‫ﺑﻞ‬ ،‫ﻓﺤﺴﺐ‬
‫ﻓﻴـﺘﻌﻠﻢ‬ ،‫ﺟﺪﻳـﺪﺓ‬ ‫ﻭﲨﺎﻋﺎﺕ‬ ‫ﺟﺪﺩ‬ ‫ﺑﺄﻃﻔﺎﻝ‬ ‫ﻟﻠﻄﻔﻞ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﻟﺪﺍﺋﺮﺓ‬ ‫ﺗﺘﻮﺳﻊ‬ ‫ﻓﻔﻴﻬﺎ‬ ،‫ﺍﻟﺼﻐﲑ‬
‫ﹰ‬‫ﺍ‬‫ﺃﺩﻭﺍﺭ‬ ‫ﻳﺘﻌﻠﻢ‬ ‫ﻛﻤﺎ‬ ،‫ﻧﻈﻢ‬ ‫ﺷﻜﻞ‬ ‫ﰲ‬ ‫ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﺍﳌﻌﺎﻳﲑ‬ ‫ﻣﻦ‬ ‫ﺍﳌﺰﻳﺪ‬ ‫ﺟﻮﻫﺎ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻄﻔﻞ‬‫ﺍﺟﺘﻤﺎﻋﻴـﺔ‬
‫ﻭﺣﺎﺟﺎﺕ‬ ‫ﺣﺎﺟﺘﻪ‬ ‫ﺑﲔ‬ ‫ﻭﺍﻟﺘﻮﻓﻴﻖ‬ ،‫ﺍﻻﻧﻔﻌﺎﻻﺕ‬ ‫ﻭﺿﺒﻂ‬ ،‫ﻭﺍﻟﻮﺍﺟﺒﺎﺕ‬ ‫ﺍﳊﻘﻮﻕ‬ ‫ﻳﺘﻌﻠﻢ‬ ‫ﻓﻬﻮ‬ ،‫ﺟﺪﻳﺪﺓ‬
،‫ﺍﻟﻐﲑ‬‫ﻭ‬،‫ﺍﻟﺘﻌﺎﻭﻥ‬‫ﻭ‬‫ﺍﻟﺴﻠﻮﻛﻲ‬ ‫ﺍﻻﻧﻀﺒﺎﻁ‬،‫ﻭﻣﺎ‬ ‫ﻣﻌﺮﻓﻴﺔ‬ ‫ﻋﻠﻮﻡ‬ ‫ﻣﻦ‬ ‫ﻳﺘﻠﻘﺎﻩ‬ ‫ﻣﺎ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺫﻟﻚ‬ ‫ﻛﻞ‬
‫ﺍﻷﻃﻔـﺎﻝ‬ ‫ﺳﻠﻮﻙ‬ ‫ﰲ‬ ‫ﺍﻟﻔﻌﺎﻝ‬ ‫ﺃﺛﺮﻫﺎ‬ ‫ﳍﺎ‬ ‫ﺑﺎﳉﻤﻠﺔ‬ ‫ﻓﺎﳌﺪﺭﺳﺔ‬ ،‫ﺍﳌﺪﺭﺳﺔ‬ ‫ﰲ‬ ‫ﺭﻓﺎﻗﻪ‬ ‫ﳐﺎﻟﻄﺔ‬ ‫ﻣﻦ‬ ‫ﻳﻜﺘﺴﺒﻪ‬
‫ﺍﳌﺴﺘﻘﺒﻞ‬ ‫ﰲ‬ ‫ﻢ‬‫ﻭﺗﻮﺟﻴﻬﺎ‬)،‫ﺃﲪﺪ‬٢٠٠٦‫ﻡ،ﺹ‬٧.(
‫ﺍﻟﺘ‬ ‫ﺍﳌﺆﺳﺴﺎﺕ‬ ‫ﻗﺒﻞ‬ ‫ﻣﻦ‬ ‫ﹰ‬‫ﺎ‬‫ﻭﺍﺿﺤ‬ ‫ﹰ‬‫ﺍ‬‫ﻗﺼﻮﺭ‬ ‫ﻫﻨﺎﻙ‬ ‫ﻓﺈﻥ‬ ‫ﻛﻠﻪ‬ ‫ﺫﻟﻚ‬ ‫ﻣﻊ‬ ‫ﻭﻟﻜﻦ‬‫ﺍﻟﻌﻨﺎﻳـﺔ‬ ‫ﰲ‬ ‫ﺮﺑﻮﻳـﺔ‬
‫ﻳـﺘﻢ‬ ‫ﺣﻴـﺚ‬ ، ‫ﺃﳘﻴﺘﻪ‬ ‫ﺭﻏﻢ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﰲ‬ ‫ﻟﻠﻄﻔﻞ‬ ‫ﺍﻟﻮﺟﺪﺍﱐ‬ ‫ﺑﺎﳉﺎﻧﺐ‬ ‫ﺍﻟﺼﺤﻴﺤﺔ‬ ‫ﺍﻟﻜﺎﻣﻠﺔ‬
‫ﻧﻔـﻮﺱ‬ ‫ﰲ‬ ‫ﺍﻟﻮﺟـﺪﺍﱐ‬ ‫ﺍﳉﺎﻧﺐ‬ ‫ﺑﺘﻨﻤﻴﺔ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﺩﻭﻥ‬ ‫ﺍﻟﺪﺭﺍﺳﻴﺔ‬ ‫ﺍﳌﻘﺮﺭﺍﺕ‬ ‫ﺗﺪﺭﻳﺲ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﺮﻛﻴﺰ‬
‫ﺍﻟﻄـﻼﺏ‬ ‫ﻗﺒﻞ‬ ‫ﻣﻦ‬ ‫ﺣﻔﻈﻬﺎ‬ ‫ﰒ‬ ‫ﻭﻣﻦ‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﺣﺸﻮ‬ ‫ﺣﻮﻝ‬ ‫ﻣﺮﻛﺰﺓ‬ ‫ﺍﳌﻘﺮﺭﺍﺕ‬ ‫ﻓﻬﺬﻩ‬ ، ‫ﺍﻟﻄﻼﺏ‬
‫ﻭﺍﺳﺘﺮ‬‫ﺟﺎﻋﻬﺎ‬) .، ‫ﺣﺠﺎﺯﻱ‬١٤١٧‫ﺹ‬ ، ‫ﻫـ‬١٠(
‫ﻭﺍﻟﻘـﻴﻢ‬ ‫ﺍﳌﺒـﺎﺩﺉ‬ ‫ﻏﺮﺱ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺍﳌﺆﺳﺴﺎﺕ‬ ‫ﺑﻪ‬ ‫ﺗﻘﻮﻡ‬ ‫ﺃﻥ‬ ‫ﻳﻨﺒﻐﻲ‬ ‫ﹰ‬‫ﺎ‬‫ﻣﻬﻤ‬ ‫ﹰ‬‫ﺍ‬‫ﺩﻭﺭ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺇﻥ‬
‫ﺍﳌﻬﻤﺔ‬ ‫ﺇﱃ‬ ‫ﺑﺎﻹﺿﺎﻓﺔ‬ ، ‫ﺍﻷﻧﺸﻄﺔ‬ ‫ﳌﺨﺘﻠﻒ‬ ‫ﳑﺎﺭﺳﺘﻪ‬ ‫ﺧﻼﻝ‬ ‫ﺳﻠﻮﻛﻴﺎﺗﻪ‬ ‫ﰲ‬ ‫ﻟﺘﺘﺮﺟﻢ‬ ‫ﻟﻠﻄﻔﻞ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬
‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﳊﺎﺟﺎﺕ‬ ‫ﻭﺗﻠﺒﻴﺔ‬ ‫ﺍﻟﻔﻄﺮﺓ‬ ‫ﻣﺮﺍﻋﺎﺓ‬ ‫ﰲ‬ ‫ﺎ‬ ‫ﺗﻘﻮﻡ‬ ‫ﺍﻟﱵ‬‫ﻟﻪ‬.
‫ﻢ‬‫ﻛﺘﺎﺑـﺎ‬ ‫ﰲ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴـﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﻣﻦ‬ ‫ﲜﻮﺍﻧﺐ‬ ‫ﺍﻷﻭﺍﺋﻞ‬ ‫ﺍﻹﺳﻼﻣﻲ‬ ‫ﺍﻟﻔﻜﺮ‬ ‫ﻋﻠﻤﺎﺀ‬ ‫ﺍﻫﺘﻢ‬ ‫ﻟﻘﺪ‬
‫ﻭﺍﻟﱵ‬ ، ‫ﺍﻟﻘﻴﻢ‬ ‫ﻭﺍﺑﻦ‬ ‫ﺗﻴﻤﻴﺔ‬ ‫ﻭﺍﺑﻦ‬ ‫ﺍﻟﻐﺰﺍﱄ‬ ‫ﺃﻣﺜﺎﻝ‬‫ﻭ‬ ، ‫ﺍﻷﺻﻮﻝ‬ ‫ﻣﻦ‬ ‫ﺍﺳﺘﻨﺒﻄﻮﻫﺎ‬‫ﺷـﺮﻳﻌﺘﻨﺎ‬ ‫ﰲ‬ ‫ﺍﳌﺘﺄﻣـﻞ‬

19. ٦
‫ﻟﻠـﻄـﻔـﻞ‬ ‫ﺍﻟـﻮﺟـﺪﺍﻧـﻴـﺔ‬ ‫ﺍﻟـﺘـﺮﺑـﻴـﺔ‬
‫ﺗﻨﺸﺌﺔ‬ ‫ﺟﻮﺍﻧﺐ‬ ‫ﻣﻦ‬ ‫ﻣﻬﻢ‬ ‫ﻛﺠﺎﻧﺐ‬ ‫ﺍﳉﺎﻧﺐ‬ ‫ﺬﺍ‬ ‫ﺍﻹﺳﻼﻡ‬ ‫ﺍﻫﺘﻤﺎﻡ‬ ‫ﻭﺿﻮﺡ‬ ‫ﻭﺑﻜﻞ‬ ‫ﻳﺮﻯ‬ ‫ﺍﻹﺳﻼﻣﻴﺔ‬
‫ﺍﻟﻄﻔ‬‫ﺍﻟﻄﺮﻳـﻖ‬ ‫ﻟﻨﺎ‬ ‫ﻳﺮﺳﻢ‬ ‫ﻭﺳﻠﻢ‬ ‫ﻋﻠﻴﻪ‬ ‫ﺍﷲ‬ ‫ﺻﻠﻰ‬ ‫ﺍﷲ‬ ‫ﺭﺳﻮﻝ‬ ‫ﻭﻫﺬﺍ‬ ، ‫ﺍﻟﻮﺟﺪﺍﱐ‬ ‫ﺍﳉﺎﻧﺐ‬ ‫ﻭﻫﻮ‬ ‫ﺃﻻ‬ ‫ﻞ‬
‫ﻳﺆﺩﻱ‬ ‫ﳑﺎ‬ ‫ﻋﻠﻴﻪ‬ ‫ﻭﺍﻟﺘﺄﺛﲑ‬ ‫ﻢ‬‫ﻭﺟﺪﺍ‬ ‫ﳐﺎﻃﺒﺔ‬ ‫ﳝﻜﻦ‬ ‫ﻭﻛﻴﻒ‬ ‫ﺍﻷﻃﻔﺎﻝ‬ ‫ﻣﻊ‬ ‫ﺍﻟﺴﻠﻴﻢ‬ ‫ﺍﻟﺘﻌﺎﻣﻞ‬ ‫ﰲ‬ ‫ﺍﻟﺼﺤﻴﺢ‬
‫ﺷﺨﺼﻴﺔ‬ ‫ﻭﺇﱃ‬ ، ‫ﲪﻴﺪﺓ‬ ‫ﻣﺮﻏﻮﺑﺔ‬ ‫ﺳﻠﻮﻛﻴﺎﺕ‬ ‫ﺇﱃ‬ ‫ﺫﻟﻚ‬ ‫ﻓﻴﺆﺩﻱ‬ ‫ﺍﻟﺴﻠﻴﻢ‬ ‫ﺍﳌﺘﻜﺎﻣﻞ‬ ‫ﺍﻟﻨﻤﻮ‬ ‫ﳕﻮﻫﻢ‬ ‫ﺇﱃ‬
‫ﺻﺎﳊ‬‫ﻟﺪ‬ ‫ﻧﺎﻓﻌﺔ‬ ‫ﺔ‬‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻫﺬﻩ‬ ‫ﻣﺒﺎﺣﺚ‬ ‫ﺧﻼﻝ‬ ‫ﻣﻦ‬ ‫ﺫﻟﻚ‬ ‫ﻳﺘﻀﺢ‬ ‫ﻭﺳﻮﻑ‬ ، ‫ﻭﳎﺘﻤﻌﻬﺎ‬ ‫ﻭﻧﻔﺴﻬﺎ‬ ‫ﻳﻨﻬﺎ‬
‫ﻭﻓﺼﻮﳍﺎ‬.
‫ﺍﻟﻀﺮﻭﺭﻱ‬ ‫ﻣﻦ‬ ‫ﺇﻥ‬‫ﺬﺍ‬ ‫ﻳﻬﺘﻤﻮﺍ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺍﳌﺆﺳﺴﺎﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻘﺎﺋﻤﲔ‬ ‫ﻭﺍﳌﺮﺑﲔ‬ ‫ﺍﻵﺑﺎﺀ‬ ‫ﻋﻠﻰ‬
‫ﻋﻠـﻰ‬ ‫ﻳﺘﻌﺮﻓﻮﺍ‬ ‫ﻭﺃﻥ‬ ، ‫ﺍﳉﻮﺍﻧﺐ‬ ‫ﻛﺒﻘﻴﺔ‬ ‫ﹰ‬‫ﺓ‬‫ﻛﺒﲑ‬ ‫ﹰ‬‫ﺔ‬‫ﻋﻨﺎﻳ‬ ‫ﻳﻮﻟﻮﻩ‬ ‫ﻭﺃﻥ‬ ‫ﺍﻷﻃﻔﺎﻝ‬ ‫ﺗﺮﺑﻴﺔ‬ ‫ﰲ‬ ‫ﺍﳌﻬﻢ‬ ‫ﺍﳉﺎﻧﺐ‬
‫ﻭ‬ ‫ﺍﻟﻮﺳﺎﺋﻞ‬‫ﻗﻠﻴﻞ‬ ‫ﻭﺟﻬﺪ‬ ‫ﻓﻴﺾ‬ ‫ﻣﻦ‬ ‫ﻏﻴﺾ‬ ‫ﺇﻻ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻫﺬﻩ‬ ‫ﻭﻣﺎ‬ ، ‫ﺫﻟﻚ‬ ‫ﻋﻠﻰ‬ ‫ﺗﻌﻴﻨﻬﻢ‬ ‫ﺍﻟﱵ‬ ‫ﺍﻟﻄﺮﻕ‬
‫ﻟﻠﻄﻔﻞ‬ ‫ﻭﺃﳘﻴﺘﻬﺎ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﲟﺎﻫﻴﺔ‬ ‫ﻟﻠﺘﻌﺮﻳﻒ‬ ‫ﺍﻟﺒﺎﺣﺚ‬ ‫ﺑﻪ‬ ‫ﻗﺎﻡ‬‫ﺍﻟﻮﺟﺪﺍﻧﻴـﺔ‬ ‫ﻭﺍﻻﺣﺘﻴﺎﺟـﺎﺕ‬
‫ﻟﻠﻄﻔﻞ‬‫ﺍﻟﻮﺟﺪﺍﱐ‬ ‫ﻟﻠﺒﻨﺎﺀ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﻭﺍﻷﺳﺲ‬‫ﺍﻻﺑﺘﺪﺍﺋﻴـﺔ‬ ‫ﺍﳌﺮﺣﻠـﺔ‬ ‫ﰲ‬ ‫ﳍﺎ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺍﻟﺘﻄﺒﻴﻘﺎﺕ‬ ‫ﻭﺃﻫﻢ‬
‫ﺫﻟﻚ‬ ‫ﻋﻠﻰ‬ ً‫ﺀ‬‫ﻭﺑﻨﺎ‬‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺃﺳﺌﻠﺔ‬ ‫ﺟﺎﺀﺕ‬.
‫ﺃﺳﺌﻠﺔ‬‫ﺍﻟﺪﺭﺍﺳﺔ‬:
‫ﺍﻟﺘﺎﱄ‬ ‫ﺍﻟﺴﺆﺍﻝ‬ ‫ﰲ‬ ‫ﻟﻠﺪﺭﺍﺳﺔ‬ ‫ﺍﻟﺮﺋﻴﺲ‬ ‫ﺍﻟﺴﺆﺍﻝ‬ ‫ﲤﺜﻞ‬:
‫؟‬ ‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺍﳌﺮﺣﻠﺔ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺎ‬‫ﺗﻄﺒﻴﻘﺎ‬ ‫ﻭﻣﺎ‬ ‫؟‬ ‫ﻟﻠﻄﻔﻞ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﻣﺎ‬
‫ﻭﺍ‬‫ﻛﺎﻟﺘﺎﱄ‬ ‫ﻭﻫﻲ‬ ‫ﻓﺮﻋﻴﺔ‬ ‫ﺃﺳﺌﻠﺔ‬ ‫ﺍﻟﺴﺆﺍﻝ‬ ‫ﻫﺬﺍ‬ ‫ﲢﺖ‬ ‫ﻧﺪﺭﺝ‬:
‫ﺱ‬١:‫ﻭﺃﳘ‬ ‫ﺍﻹﺳﻼﻡ‬ ‫ﰲ‬ ‫ﺍﻟﻄﻔﻮﻟﺔ‬ ‫ﻣﻔﻬﻮﻡ‬ ‫ﻣﺎ‬‫؟‬ ‫ﻴﺘﻬﺎ‬
‫ﺱ‬٢:‫؟‬ ‫ﻟﻠﻄﻔﻞ‬ ‫ﺑﺎﻟﻨﺴﺒﺔ‬ ‫ﺃﳘﻴﺘﻬﺎ‬ ‫ﻭﻣﺎ‬ ‫؟‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﻣﺎ‬

20. ٧
‫ﻟﻠـﻄـﻔـﻞ‬ ‫ﺍﻟـﻮﺟـﺪﺍﻧـﻴـﺔ‬ ‫ﺍﻟـﺘـﺮﺑـﻴـﺔ‬
‫ﺱ‬٣:‫ﺍ‬ ‫ﺃﺳﺲ‬ ‫ﻣﺎ‬‫ﻟﺘﺮﺑﻴﺔ‬‫ﺍﻟﻮﺟﺪﺍﻧﻴ‬‫ﺔ‬‫؟‬ ‫ﺍﻹﺳﻼﻡ‬ ‫ﰲ‬ ‫ﻟﻠﻄﻔﻞ‬
‫ﺱ‬٤:‫ﻣﺎ‬‫ﺍﳌﺆﺛﺮﺍﺕ‬‫؟‬ ‫ﻟﻠﻄﻔﻞ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﻋﻠﻰ‬
‫ﺱ‬٥:‫؟‬ ‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺍﳌﺮﺣﻠﺔ‬ ‫ﰲ‬ ‫ﻟﻠﻄﻔﻞ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬ ‫ﻣﺎ‬
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺃﻫﺪﺍﻑ‬:
‫ﺳﻌﺖ‬‫ﺇﱃ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬‫ﻭﻫﻲ‬ ‫ﺍﻷﻫﺪﺍﻑ‬ ‫ﻣﻦ‬ ‫ﻋﺪﺩ‬ ‫ﲢﻘﻴﻖ‬:
١.‫ﺎ‬ ‫ﺍﻹﺳﻼﻡ‬ ‫ﻭﺍﻫﺘﻤﺎﻡ‬ ، ‫ﺍﻹﺳﻼﻡ‬ ‫ﰲ‬ ‫ﺍﻟﻄﻔﻮﻟﺔ‬ ‫ﻣﻔﻬﻮﻡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺮﻑ‬.
٢.‫ﻭ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺑﻴﺎﻥ‬‫ﻟﻠﻄﻔﻞ‬ ‫ﺑﺎﻟﻨﺴﺒﺔ‬ ‫ﺃﳘﻴﺘﻬﺎ‬.
٣.‫ﺑﻴﺎﻥ‬‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺃﺳﺲ‬‫ﺍﻟﻮﺟﺪﺍﻧﻴ‬‫ﺔ‬‫ﺍﻹﺳﻼﻡ‬ ‫ﰲ‬ ‫ﻟﻠﻄﻔﻞ‬.
٤.‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺮﻑ‬‫ﺑﻌﺾ‬‫ﻋﻠﻰ‬ ‫ﺍﳌﺆﺛﺮﺍﺕ‬‫ﻟﻠﻄﻔﻞ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬.
٥.‫ﺍﻟﺘ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬ ‫ﺑﻌﺾ‬ ‫ﺗﻮﺿﻴﺢ‬‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺍﳌﺮﺣﻠﺔ‬ ‫ﰲ‬ ‫ﻟﻠﻄﻔﻞ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺮﺑﻴﺔ‬.
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺃﳘﻴﺔ‬:
‫ﺍﻛﺘﺴﺒﺖ‬‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻫﺬﻩ‬‫ﺍﻟﺬﻱ‬ ‫ﺍﳌﻮﺿﻮﻉ‬ ‫ﺃﳘﻴﺔ‬ ‫ﻣﻦ‬ ‫ﺃﳘﻴﺘﻬﺎ‬‫ﻭﻟﻌـﻞ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﻭﻫﻮ‬ ‫ﺗﻨﺎﻭﻟﻪ‬
‫ﺍﻟﱵ‬ ‫ﺍﻟﻨﻘﺎﻁ‬ ‫ﺃﻫﻢ‬ ‫ﻣﻦ‬‫ﺃﻋﻄﺖ‬‫ﻳﻠﻲ‬ ‫ﻣﺎ‬ ‫ﺃﳘﻴﺘﻪ‬ ‫ﺍﳌﻮﺿﻮﻉ‬ ‫ﻫﺬﺍ‬:
١.‫ﻳﺴـﻌﻰ‬ ‫ﺣﻴﺚ‬ ، ‫ﺍﳉﻮﺍﻧﺐ‬ ‫ﻣﻦ‬ ‫ﻛﻐﲑﻩ‬ ‫ﺍﻟﻮﺟﺪﺍﱐ‬ ‫ﺑﺎﳉﺎﻧﺐ‬ ‫ﺍﻫﺘﻢ‬ ‫ﺍﻹﺳﻼﻡ‬ ‫ﺃﻥ‬‫ﺗﻜـﻮﻳﻦ‬ ‫ﺇﱃ‬
‫ﻟﻠﻔﺮﺩ‬ ‫ﺍﳌﺘﻜﺎﻣﻠﺔ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ‬.
٢.‫ﺍﻟﻮﺟﺪﺍﻧﻴـﺔ‬ ‫ﺑﺎﻟﺘﺮﺑﻴﺔ‬ ‫ﺍﻻﻫﺘﻤﺎﻡ‬ ‫ﻓﺈﻥ‬ ‫ﻭﺑﺎﻟﺘﺎﱄ‬ ‫ﺍﻟﻔﺮﺩ‬ ‫ﺣﻴﺎﺓ‬ ‫ﻣﺮﺍﺣﻞ‬ ‫ﺃﻫﻢ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻄﻔﻮﻟﺔ‬ ‫ﻣﺮﺣﻠﺔ‬ ‫ﺃﻥ‬
‫ﺍﳌﺮﺣﻠﺔ‬ ‫ﻫﺬﻩ‬ ‫ﰲ‬ ‫ﺿﺮﻭﺭﻱ‬ ‫ﺃﻣﺮ‬ ‫ﺍﻹﻧﺴﺎﻧﻴﺔ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﺗﻜﻮﻳﻦ‬ ‫ﺟﻮﺍﻧﺐ‬ ‫ﻣﻦ‬ ‫ﻛﺠﺎﻧﺐ‬.
٣.‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ﰲ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺑﺄﳘﻴﺔ‬ ‫ﺗﻌﺮﻳﻔﻪ‬ ‫ﺇﱃ‬ ‫ﲝﺎﺟﺔ‬ ‫ﺍﳌﻌﻠﻢ‬ ‫ﺃﻥ‬‫ﺗﻔﻌﻴﻠـﻬﺎ‬ ‫ﺁﻟﻴﺎﺕ‬ ‫ﻭ‬
‫ﺫﻟﻚ‬ ‫ﻋﻠﻰ‬ ‫ﻓﻴﻌﻤﻞ‬ ، ‫ﺍﻟﻄﻼﺏ‬ ‫ﻟﺪﻯ‬ ‫ﺗﻨﻤﻴﺘﻬﺎ‬ ‫ﻭﺃﺳﺎﻟﻴﺐ‬.
٤.‫ﻭﻛـﺬﻟﻚ‬ ، ‫ﺍﻟﺪﺭﺍﺳﻴﺔ‬ ‫ﻟﻠﻤﻘﺮﺭﺍﺕ‬ ‫ﺑﺎﻟﻨﺴﺒﺔ‬ ‫ﺍﶈﺘﻮﻯ‬ ‫ﰲ‬ ‫ﺍﻟﻨﻈﺮ‬ ‫ﺇﻋﺎﺩﺓ‬ ‫ﰲ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻫﺬﻩ‬ ‫ﺇﺳﻬﺎﻡ‬
‫ﺍﳌﺘﺒﻌﺔ‬ ‫ﺍﻟﺘﺪﺭﻳﺲ‬ ‫ﻃﺮﺍﺋﻖ‬ ‫ﰲ‬.
٥.‫ﰲ‬ ‫ﺍﳌـﺪﺍﺭﺱ‬ ‫ﻋﻠﻰ‬ ‫ﻭﺍﻟﻘﺎﺋﻤﲔ‬ ‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺍﳌﻨﺎﻫﺞ‬ ‫ﻭﺍﺿﻌﻲ‬ ‫ﻣﺴﺎﻋﺪﺓ‬ ‫ﰲ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻫﺬﻩ‬ ‫ﺇﺳﻬﺎﻡ‬
‫ﻭﺍ‬ ‫ﺍﻟﺘﺨﻄﻴﻂ‬‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺗﺘﻀﻤﻨﻬﺎ‬ ‫ﺍﻟﱵ‬ ‫ﺍﳌﺒﺎﺩﺉ‬ ‫ﻟﺘﺤﻘﻴﻖ‬ ‫ﻟﺘﻨﻈﻴﻢ‬.

21. ٨
‫ﻟﻠـﻄـﻔـﻞ‬ ‫ﺍﻟـﻮﺟـﺪﺍﻧـﻴـﺔ‬ ‫ﺍﻟـﺘـﺮﺑـﻴـﺔ‬
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﻨﻬﺞ‬:
‫ﺍﳌﻨﻬﺞ‬‫ﺍﻟﻮﺻﻔﻲ‬:‫ﰲ‬ ‫ﺗﻮﺟﺪ‬ ‫ﻛﻤﺎ‬ ‫ﺍﻟﻈﺎﻫﺮﺓ‬ ‫ﺃﻭ‬ ‫ﺍﻟﻮﺍﻗﻊ‬ ‫ﺩﺭﺍﺳﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻳﻌﺘﻤﺪ‬ ‫ﺃﺳﻠﻮﺏ‬ ‫ﻭﻫﻮ‬
‫ﹰ‬‫ﺎ‬‫ﻛﻴﻔﻴ‬ ‫ﺃﻭ‬ ‫ﹰ‬‫ﺎ‬‫ﻛﻤﻴ‬ ‫ﹰ‬‫ﺍ‬‫ﺗﻌﺒﲑ‬ ‫ﻋﻨﻬﺎ‬ ‫ﻭﻳﻌﱪ‬ ‫ﹰ‬‫ﺎ‬‫ﺩﻗﻴﻘ‬ ‫ﹰ‬‫ﺎ‬‫ﻭﺻﻔ‬ ‫ﺑﻮﺻﻔﻬﺎ‬ ‫ﻭﻳﻬﺘﻢ‬ ‫ﺍﻟﻮﺍﻗﻊ‬.
)،‫ﻋﺒﻴﺪﺍﺕ‬١٤٢٤‫ﺹ‬ ، ‫ﻫـ‬٢٧٤(
‫ﺍﻋﺘﻤﺪ‬ ‫ﻭﻗﺪ‬‫ﺍﻟﺒﺎﺣﺚ‬‫ﻫﺬﺍ‬‫ﺍﳌﻨﻬﺞ‬‫ﻃﺮﻳﻖ‬ ‫ﻋﻦ‬‫ﻭﺻﻒ‬‫ﻣﺒﺎﺣﺚ‬‫ﺑﺎﻟﺪﺭﺍﺳـﺔ‬ ‫ﺍﳌﺘﻌﻠﻘﺔ‬ ‫ﺍﳌﻮﺿﻮﻉ‬،
‫ﺍﻷﺳﺎﺳـﻴﺔ‬ ‫ﺍﳌﺼﺎﺩﺭ‬ ‫ﻣﻦ‬ ‫ﻟﻠﻄﻔﻞ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺣﻮﻝ‬ ‫ﻭﺍﳌﻌﻠﻮﻣﺎﺕ‬ ‫ﺍﳊﻘﺎﺋﻖ‬ ‫ﲨﻊ‬ ‫ﺪﻑ‬ ‫ﻭﺫﻟﻚ‬
‫ﺍﻹ‬ ‫ﺍﻟﺘﺮﺑﻮﻱ‬ ‫ﺍﻟﻔﻜﺮ‬ ‫ﻋﻠﻤﺎﺀ‬ ‫ﺃﻗﻮﺍﻝ‬ ‫ﻭﻛﺬﻟﻚ‬ ، ‫ﻭﺍﻟﺴﻨﺔ‬ ‫ﻛﺎﻟﻘﺮﺁﻥ‬‫ﺍﻹﺳﻼﻡ‬ ‫ﺧﻄﻮﺍﺕ‬ ‫ﻭﺑﻴﺎﻥ‬ ، ‫ﺳﻼﻣﻲ‬
‫ﺍﳉﺎﻧﺐ‬ ‫ﻫﺬﺍ‬ ‫ﺗﺮﺑﻴﺔ‬ ‫ﰲ‬‫ﺗﺮﺑﻮﻳﺔ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ‬ ‫ﻣﻦ‬ ‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺍﳌﺮﺣﻠﺔ‬ ‫ﰲ‬ ‫ﺗﻄﺒﻴﻘﻪ‬ ‫ﳝﻜﻦ‬ ‫ﻣﺎ‬ ‫ﺑﻌﺾ‬ ‫ﺑﻴﺎﻥ‬ ‫ﰒ‬ ،
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺣﺪﻭﺩ‬:
‫ﺃ‬.‫ﻣﻮﺿﻮﻋﻴﺔ‬ ‫ﺣﺪﻭﺩ‬:‫ﻭﻛـﺬﻟﻚ‬ ، ‫ﻭﺃﳘﻴﺘـﻬﺎ‬ ‫ﺍﻹﺳﻼﻡ‬ ‫ﰲ‬ ‫ﺑﺎﻟﻄﻔﻞ‬ ‫ﺍﳌﺘﻌﻠﻘﺔ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬
، ‫ﺍﻟﻄﻔﻞ‬ ‫ﳛﺘﺎﺟﻬﺎ‬ ‫ﺍﻟﱵ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻻﺣﺘﻴﺎﺟﺎﺕ‬‫ﻣﻨﻈـﻮﺭ‬ ‫ﻣـﻦ‬ ‫ﻭﺫﻟﻚ‬ ، ‫ﻓﻴﻬﺎ‬ ‫ﺍﳌﺆﺛﺮﺓ‬ ‫ﻭﺍﻟﻌﻮﺍﻣﻞ‬
‫ﺍﻟﺘﺮﺑﻴـﺔ‬ ‫ﻋﻠﻤـﺎﺀ‬ ‫ﺁﺭﺍﺀ‬ ‫ﰒ‬ ‫ﻭﻣـﻦ‬ ، ‫ﺍﳌﻄﻬﺮﺓ‬ ‫ﺍﻟﻨﺒﻮﻳﺔ‬ ‫ﻭﺍﻟﺴﻨﺔ‬ ‫ﺍﻟﻜﺮﱘ‬ ‫ﺍﻟﻘﺮﺁﻥ‬ ‫ﻣﻦ‬ ‫ﹰ‬‫ﺎ‬‫ﺍﻧﻄﻼﻗ‬ ‫ﺇﺳﻼﻣﻲ‬
‫ﺍﳌﺴﻠﻤﲔ‬ ‫ﻭﺍﳌﻔﻜﺮﻳﻦ‬.
‫ﺏ‬.‫ﺑﺸﺮﻳﺔ‬ ‫ﺣﺪﻭﺩ‬:‫ﻹ‬ ‫ﺍﳌﺮﺣﻠﺔ‬ ‫ﻫﺬﻩ‬ ‫ﺍﺧﺘﻴﺎﺭ‬ ‫ﻭﰎ‬ ‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺍﳌﺮﺣﻠﺔ‬ ‫ﺃﻃﻔﺎﻝ‬‫ﺃﻫﻢ‬ ‫ﺑﺮﺍﺯ‬‫ﺗﻄﺒﻴﻘـﺎﺕ‬
‫ﻓﻴﻬﺎ‬ ‫ﻟﻠﻄﻔﻞ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬‫ﺑﺎﻟﻘﻠﻴـﻞ‬ ‫ﻟﻴﺲ‬ ً‫ﺀ‬‫ﺟﺰ‬ ‫ﺍﻟﻄﻔﻞ‬ ‫ﻓﻴﻬﺎ‬ ‫ﻳﻘﻀﻲ‬ ‫ﺍﻟﱵ‬ ‫ﺍﻟﺒﻴﺌﺔ‬ ‫ﲤﺜﻞ‬ ‫ﺎ‬‫ﺃ‬ ‫ﺣﻴﺚ‬
‫ﺣﻴﺎﺗﻪ‬ ‫ﻣﺮﺍﺣﻞ‬ ‫ﺃﻫﻢ‬ ‫ﻣﻦ‬ ‫ﺗﻌﺪ‬ ‫ﻭﺍﻟﱵ‬ ‫ﺍﻟﻄﻔﻮﻟﺔ‬ ‫ﻣﺮﺣﻠﺔ‬ ‫ﻣﻦ‬.
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﺼﻄﻠﺤﺎﺕ‬:
١.‫ﺍﻟﻄﻔﻞ‬:
‫ﺃﻥ‬ ‫ﻣﻨﻈﻮﺭ‬ ‫ﺍﺑﻦ‬ ‫ﺫﻛﺮ‬"‫ﹸ‬‫ﻞ‬‫ﹾ‬‫ﻔ‬‫ﱢ‬‫ﻄ‬‫ﺍﻟ‬‫ﹾﻠﺔ‬‫ﻔ‬‫ﱢ‬‫ﻄ‬‫ﻭﺍﻟ‬‫ﺍﻟﺼﻐﲑﺍﻥ‬‫ﹾﻞ‬‫ﻔ‬‫ﱢ‬‫ﻄ‬‫ﻭﺍﻟ‬‫ﺍﻟﺼﻐﲑ‬‫ﻣﻦ‬‫ﻛﻞ‬‫ﺷﻲﺀ‬،‫ﻭﻳﻘﺎﻝ‬‫ﹲ‬‫ﻞ‬‫ﹾ‬‫ﻔ‬‫ﻃ‬
‫ﹲ‬‫ﺔ‬‫ﹶ‬‫ﻠ‬‫ﹾ‬‫ﻔ‬‫ﻃ‬‫ﻭ‬‫ﻥ‬‫ﹾﻼ‬‫ﻔ‬‫ﻃ‬‫ﻭ‬‫ﹾﻔ‬‫ﻃ‬‫ﹶ‬‫ﺃ‬‫ﻭ‬‫ﹲ‬‫ﻝ‬‫ﺎ‬‫ﻥ‬‫ﹶﺘﺎ‬‫ﻠ‬‫ﹾ‬‫ﻔ‬‫ﻃ‬‫ﻭ‬‫ﺕ‬‫ﹾﻼ‬‫ﻔ‬‫ﻃ‬‫ﻭ‬‫ﰲ‬‫ﺍﻟﻘﻴﺎﺱ‬‫ﹾﻞ‬‫ﻔ‬‫ﱢ‬‫ﻄ‬‫ﻭﺍﻟ‬‫ﺍﳌﻮﻟﻮﺩ‬"

22. ٩
‫ﻟﻠـﻄـﻔـﻞ‬ ‫ﺍﻟـﻮﺟـﺪﺍﻧـﻴـﺔ‬ ‫ﺍﻟـﺘـﺮﺑـﻴـﺔ‬
)‫ﺩ‬ ، ‫ﻣﻨﻈﻮﺭ‬ ‫ﺍﺑﻦ‬.‫ﺝ‬ ، ‫ﺕ‬١١‫ﺹ‬ ،٤٠١(
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻫﺬﻩ‬ ‫ﰲ‬ ‫ﺑﺎﻟﻄﻔﻞ‬ ‫ﻭﺍﳌﻘﺼﻮﺩ‬:‫ﺃﻡ‬ ‫ﹰ‬‫ﺍ‬‫ﺫﻛـﺮ‬ ‫ﻛﺎﻥ‬ ً‫ﺀ‬‫ﺳﻮﺍ‬ ‫ﺍﻟﺮﺷﺪ‬ ‫ﺳﻦ‬ ‫ﻳﺒﻠﻎ‬ ‫ﱂ‬ ‫ﺍﻟﺬﻱ‬ ‫ﺍﻟﺼﻐﲑ‬
‫ﻣﻦ‬ ،‫ﺃﻧﺜﻰ‬‫ﺍﻟﺴﺎﺩﺳﺔ‬‫ﻋﺸ‬ ‫ﺍﻟﺜﺎﻧﻴﺔ‬ ‫ﺳﻦ‬ ‫ﺇﱃ‬‫ﻋﻀﻮ‬ ‫ﻭﻫﻮ‬ ، ‫ﺮ‬‫ﻭﺍﺣﺪ‬ ‫ﻥ‬‫ﺁ‬ ‫ﰲ‬ ‫ﺘﻤﻊ‬‫ﻭﺍ‬ ‫ﺍﻷﺳﺮﺓ‬ ‫ﰲ‬
٢.‫ﺍﻟﻄﻔﻮﻟﺔ‬:
‫ﻭﻻ‬ ،‫ﺍﳊﻴﺎﺗﻴﺔ‬ ‫ﻣﺘﻄﻠﺒﺎﺗﻪ‬ ‫ﺗﺄﻣﲔ‬ ‫ﰲ‬ ‫ﻏﲑﻩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﻄﻔﻞ‬ ‫ﻓﻴﻬﺎ‬ ‫ﻳﻌﺘﻤﺪ‬ ‫ﺍﻟﱵ‬ ‫ﺍﳌﺮﺣﻠﺔ‬ ‫ﻫﻲ‬ ‫ﺑﺎﻟﻄﻔﻮﻟﺔ‬ ‫ﻭﻳﻘﺼﺪ‬
‫ﺍﻟﻌﺎﻡ‬ ‫ﻣﻦ‬ ‫،ﻭﺗﻜﻮﻥ‬ ‫ﺃﺑﻮﻳﻪ‬ ‫ﻋﻦ‬ ‫ﻓﻴﻬﺎ‬ ‫ﻳﺴﺘﻐﲏ‬‫ﺍﻟﺴﺎﺩﺱ‬‫ﻋﺸﺮ‬ ‫ﺍﻟﺜﺎﻧﻴﺔ‬ ‫ﺳﻦ‬ ‫ﺇﱃ‬.
٣.‫ﺍﻟﻮﺟﺪﺍﻥ‬:
"‫ﺍﻟﻮﺟﺪﺍﻥ‬‫ﺇﺣﺴﺎﺱ‬‫ﺍﻟﺒﺎﻃﻦ‬‫ﲟﺎ‬‫ﻫﻮ‬‫ﻓ‬‫ﻴﻪ‬‫ﻭ‬ ،‫ﻮ‬‫ﺍﻟ‬‫ﺟﺪ‬‫ﻣﺎ‬‫ﻳﺼﺎﺩﻑ‬‫ﺍﻟﻘﻠﺐ‬‫ﻭﻳﺮﺩ‬‫ﻋﻠﻴﻪ‬‫ﺑﻼ‬‫ﺗﻜﻠـﻒ‬
‫ﻭﺗﺼﻨﻊ‬)"، ‫ﺍﳌﻨﺎﻭﻱ‬١٤١٠‫ﺹ‬ ، ‫ﻫـ‬٧١٨(
‫ﻭﺟﺪﺍﻧﻴﺎﺕ‬ ‫ﻭﲨﻌﻪ‬"‫ﻭﺍ‬‫ﻟﻮﺟﺪﺍﻧﻴﺎﺕ‬‫ﻣﺎ‬‫ﺗﻜﻮﻥ‬‫ﻣﺪﺭﻛﺔ‬‫ﺑﺎﳊﻮﺍﺱ‬‫ﺍﻟﺒﺎﻃﻨﺔ‬"
)، ‫ﺍﳉﺮﺟﺎﱐ‬١٤٠٥‫ﺹ‬ ، ‫ﻫـ‬٣٢٣(
‫ﻫﻮ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻫﺬﻩ‬ ‫ﰲ‬ ‫ﺑﻪ‬ ‫ﺍﳌﻘﺼﻮﺩ‬ ‫ﻭﺍﻟﻮﺟﺪﺍﻥ‬:‫ﺃﻋﻤـﺎﻕ‬ ‫ﰲ‬ ‫ﺍﻟﻜﺎﻣﻨـﺔ‬ ‫ﻭﺍﳌﺸـﺎﻋﺮ‬ ‫ﺍﻷﺣﺎﺳﻴﺲ‬
‫ﺍﻹﻧﺴﺎﻥ‬،‫ﻋﻨﻬﺎ‬ ‫ﻳﻨﺘﺞ‬ ‫ﻭﻣﺎ‬‫ﺓ‬‫ﺳﻌﺎﺩ‬ ‫ﻣﺸﺎﻋﺮ‬ ‫ﻣﻦ‬‫ﹴ‬‫ﱂ‬‫ﻭﺃ‬‫ﻭﻣﺸﺎﻋﺮ‬‫ﺇ‬‫ﺔ‬‫ﳚﺎﺑﻴ‬‫ﺔ‬‫ﺳﻠﺒﻴ‬ ‫ﺃﻭ‬.
٤.‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬:
‫ﻗﺼﺪ‬‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺑﺎﻟﺘﺮﺑﻴﺔ‬ ‫ﺍﻟﺒﺎﺣﺚ‬:‫ﻟﺪﻯ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﳉﻮﺍﻧﺐ‬ ‫ﺑﺘﻨﻤﻴﺔ‬ ‫ﺘﻢ‬ ‫ﺍﻟﱵ‬ ‫ﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﳎﻤﻮﻋﺔ‬
‫ﺍﻹﺳـﻼﻣﻲ‬ ‫ﺍﻟﺘﻮﺟﻴـﻪ‬ ‫ﻭﺗﻮﺟﻴﻬﻬﺎ‬ ‫ﺬﻳﺒﻬﺎ‬‫ﻭ‬ ‫ﻭﺍﻧﻔﻌﺎﻻﺕ‬ ‫ﻭﺃﺣﺎﺳﻴﺲ‬ ‫ﻭﻋﻮﺍﻃﻒ‬ ‫ﻣﺸﺎﻋﺮ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻔﺮﺩ‬
‫ﳚﻌﻠﻬﺎ‬ ‫ﳑﺎ‬ ‫ﺍﻟﺴﻠﻴﻢ‬‫ﺍﻟﻔﺮﺩ‬ ‫ﺫﻟﻚ‬ ‫ﺳﻠﻮﻙ‬ ‫ﻋﻠﻰ‬ ‫ﹰ‬‫ﺎ‬‫ﺇﳚﺎﺑﻴ‬ ‫ﹰ‬‫ﺍ‬‫ﺗﺄﺛﲑ‬ ‫ﹰ‬‫ﺍ‬‫ﺗﺆﺛﺮ‬.
٥.‫ﺃﺳﺲ‬‫ﺍﻟﺘﺮﺑﻴﺔ‬‫ﺍﻟﻮﺟﺪﺍﻧﻴ‬‫ﺔ‬‫ﻟﻠﻄﻔﻞ‬:
‫ﺑﺄﺳﺲ‬ ‫ﺍﻟﺒﺎﺣﺚ‬ ‫ﻗﺼﺪ‬‫ﺍﻟﺘﺮﺑﻴﺔ‬‫ﺍﻟﻮﺟﺪﺍﻧﻴ‬‫ﺔ‬‫ﻟﻠﻄﻔﻞ‬:‫ﺍﻟﻮﺟﺪﺍﻧﻴـﺔ‬ ‫ﺍﻟﺘﺮﺑﻴـﺔ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﺗﻘﻮﻡ‬ ‫ﺍﻟﱵ‬ ‫ﺍﳌﺒﺎﺩﺉ‬
‫ﻟﻠﻄﻔﻞ‬‫ﺍﻟﻄﻔـﻞ‬ ‫ﻭﺟـﺪﺍﻥ‬ ‫ﺑﻨـﺎﺀ‬ ‫ﰲ‬ ‫ﺍﻹﺳﻼﻣﻴﺔ‬ ‫ﺍﻟﺸﺮﻳﻌﺔ‬ ‫ﻣﻦ‬ ‫ﺍﳌﺴﺘﻘﺎﺓ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺍﻷﺻﻮﻝ‬ ‫ﻭﻫﻲ‬ ،
‫ﺍﻟﺒﻨﺎﺀ‬ ‫ﻭﻋﺎﻃﻔﺘﻪ‬‫ﺍﻟﺼﺤﻴﺢ‬ ‫ﺍﻹﺳﻼﻣﻲ‬.

23. ١٠
‫ﻟﻠـﻄـﻔـﻞ‬ ‫ﺍﻟـﻮﺟـﺪﺍﻧـﻴـﺔ‬ ‫ﺍﻟـﺘـﺮﺑـﻴـﺔ‬
٦.‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺍﻟﺘﻄﺒﻴﻘﺎﺕ‬:
‫ﻗﺼﺪ‬‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺑﺎﻟﺘﻄﺒﻴﻘﺎﺕ‬ ‫ﺍﻟﺒﺎﺣﺚ‬:‫ﻧﻔﻮﺱ‬ ‫ﰲ‬ ‫ﺍﻟﻮﺟﺪﺍﱐ‬ ‫ﺍﳉﺎﻧﺐ‬ ‫ﺗﻨﻤﻴﺔ‬ ‫ﺧﻼﻟﻪ‬ ‫ﻣﻦ‬ ‫ﳝﻜﻦ‬ ‫ﻣﺎ‬ ‫ﻫﻲ‬
‫ﺍﻹﺳﻼﻣﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺑﺎﻷﺳﺎﻟﻴﺐ‬ ‫ﻭﻋﻮﺍﻃﻔﻬﻢ‬ ‫ﻢ‬‫ﻭﺟﺪﺍ‬ ‫ﻭﳐﺎﻃﺒﺔ‬ ، ‫ﺍﻟﻄﻼﺏ‬.
‫ﺍﻟﺴﺎﺑﻘﺔ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ‬:
‫ﻭﺍﳌﺮﺍ‬ ‫ﺍﳉﺎﻣﻌﺎﺕ‬ ‫ﺑﻌﺾ‬ ‫ﲟﺮﺍﺟﻌﺔ‬ ‫ﺍﻟﺒﺎﺣﺚ‬ ‫ﻗﺎﻡ‬‫ﺍﻟﺴـﺎﺑﻘﺔ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ‬ ‫ﻋﻦ‬ ‫ﻟﻠﺒﺤﺚ‬ ‫ﺍﻟﺒﺤﺜﻴﺔ‬ ‫ﻛﺰ‬
‫ﻭﻫﻲ‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ‬ ‫ﺑﻌﺾ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺒﺎﺣﺚ‬ ‫ﻭﻭﻗﻒ‬ ‫ﺩﺭﺍﺳﺘﻪ‬ ‫ﲟﻮﺿﻮﻉ‬ ‫ﺍﳌﺘﻌﻠﻘﺔ‬:
١.‫ﺩﺭﺍﺳﺔ‬‫ﺣﺠﺎﺯﻱ‬ ‫ﻋﻠﻲ‬ ‫ﳏﻤﺪ‬ ‫ﲰﻴﺔ‬)١٤١٧‫ﻫـ‬(‫ﺑﻌﻨـﻮﺍﻥ‬:‫ﰲ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴـﺔ‬ ‫ﺍﻟﺘﺮﺑﻴـﺔ‬
‫ﺍﻹﺳﻼﻡ‬‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﻗﺴﻢ‬ ، ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﻛﻠﻴﺔ‬ ، ‫ﺍﻟﻘﺮﻯ‬ ‫ﺃﻡ‬ ‫ﺟﺎﻣﻌﺔ‬ ، ‫ﻣﻨﺸﻮﺭﺓ‬ ‫ﻏﲑ‬ ‫ﺩﻛﺘﻮﺭﺍﻩ‬ ‫،ﺭﺳﺎﻟﺔ‬
‫ﻭﺍﳌ‬ ‫ﺍﻹﺳﻼﻣﻴﺔ‬‫ﻘﺎﺭﻧﺔ‬.
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﻨﻬﺞ‬:‫ﺍﻟﻮﺻﻔﻲ‬ ‫ﺍﳌﻨﻬﺞ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺍﻋﺘﻤﺪﺕ‬.
‫ﻭﺩﻭﺭ‬ ‫ﺍﻹﺳـﻼﻡ‬ ‫ﰲ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴـﺔ‬ ‫ﺍﻟﺘﺮﺑﻴـﺔ‬ ‫ﳎـﺎﻻﺕ‬ ‫ﺃﻫﻢ‬ ‫ﺇﺑﺮﺍﺯ‬ ‫ﺇﱃ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻫﺬﻩ‬ ‫ﻫﺪﻓﺖ‬
‫ﺃ‬ ‫ﻣﻦ‬ ‫ﻭﻛﺎﻥ‬ ، ‫ﺍﻟﻔﺮﺩ‬ ‫ﺗﺮﺑﻴﺔ‬ ‫ﰲ‬ ‫ﺗﻌﻤﻴﻘﻬﺎ‬ ‫ﲡﺎﻩ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺍﳌﺆﺳﺴﺎﺕ‬‫ﻳﻠﻲ‬ ‫ﻣﺎ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﳍﺬﻩ‬ ‫ﺍﻟﻨﺘﺎﺋﺞ‬ ‫ﻫﻢ‬:
·‫ﺍﳌ‬ ‫ﺗﺮﺑﻴﺔ‬ ‫ﻫﻲ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺃﻥ‬، ‫ﻭﺍﻟﻀـﻤﲑ‬ ‫ﻭﺍﻻﻧﻔﻌﺎﻻﺕ‬ ‫ﻭﺍﻟﻌﻮﺍﻃﻒ‬ ‫ﻭﺍﻷﺣﺎﺳﻴﺲ‬ ‫ﺸﺎﻋﺮ‬
‫ﺍﻟﻔﺮﺩ‬ ‫ﺳﻠﻮﻙ‬ ‫ﻳﺘﺤﺪﺩ‬ ‫ﲟﻘﺘﻀﺎﻫﺎ‬ ‫ﺍﻟﱵ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﳊﺎﺟﺎﺕ‬ ‫ﲢﻘﻴﻖ‬ ‫ﲤﺜﻞ‬ ‫ﻭﺍﻟﱵ‬.
·‫ﻭﺃﺣﻞ‬ ‫ﻟﻠﺘﺮﺑﻴﺔ‬ ‫ﻭﺗﻘﺒﻠﻪ‬ ‫ﻧﻘﺎﺋﻪ‬ ‫ﺩﻭﻥ‬ ‫ﲢﻮﻝ‬ ‫ﺍﻟﱵ‬ ‫ﺍﳉﻮﺍﻧﺐ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻮﺟﺪﺍﻥ‬ ‫ﲢﺮﻳﺮ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻹﺳﻼﻡ‬ ‫ﻋﻤﻞ‬
‫ﺍﷲ‬ ‫ﳏﺒﺔ‬ ‫ﺑﺰﺭﻉ‬ ‫ﺗﻘﻮﻳﺘﻪ‬ ‫ﺃﺳﺎﻟﻴﺐ‬ ‫ﳏﻠﻬﺎ‬‫ﺑﺈﺗﺒﺎﻉ‬‫ﺻ‬ ‫ﺭﺳﻮﻟﻪ‬ ‫ﻭﳏﺒﺔ‬ ‫ﺃﻣﺮﻩ‬‫ﻭﺳﻠﻢ‬ ‫ﻋﻠﻴﻪ‬ ‫ﺍﷲ‬ ‫ﻠﻰ‬‫ﺑﺈﺗﺒﺎﻉ‬
‫ﺳﻨﺘﻪ‬.
·‫ﺑﺎﻟﺘﻨﻤﻴﺔ‬ ‫ﺍﻹﳚﺎﺑﻴﺔ‬ ‫ﺍﻟﻮﺟﺪﺍﻥ‬ ‫ﳎﺎﻻﺕ‬ ‫ﺍﻹﺳﻼﻡ‬ ‫ﺭﰉ‬"‫ﺍﻟﺘﺮﻏﻴﺐ‬"‫ﺍﳌﻨﺎﺳﺐ‬ ‫ﺑﺎﻟﻌﻼﺝ‬ ‫ﻭﺍﻟﺴﻠﺒﻴﺔ‬ ،
‫ﺣﺎﻟﺔ‬ ‫ﻟﻜﻞ‬"‫ﺍﻟﺘﺮﻫﻴﺐ‬"‫ﺍﻟﺴﻮﻳﺔ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ‬ ‫ﻹﳚﺎﺩ‬.
·‫ﺍﻷﺳـﺮﺓ‬ ‫ﺑﻪ‬ ‫ﺗﻘﻮﻡ‬ ‫ﺃﻥ‬ ‫ﻳﻨﺒﻐﻲ‬ ‫ﺍﻟﺬﻱ‬ ‫ﺍﻟﺪﻭﺭ‬ ‫ﰲ‬ ‫ﺗﺘﻤﺜﻞ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﻟﻠﺘﺮﺑﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺍﻟﺘﻄﺒﻴﻘﺎﺕ‬ ‫ﺃﻥ‬
‫ﻭ‬ ‫ﻭﺍﳌﺪﺭﺳﺔ‬‫ﺍﻟﺘﺮﺑﻮﻱ‬ ‫ﺍﳍﺪﻑ‬ ‫ﲡﺴﺪ‬ ‫ﺍﻟﱵ‬ ‫ﺍﳌﺆﺳﺴﺘﲔ‬ ‫ﺑﲔ‬ ‫ﺍﻟﻌﻼﻗﺔ‬ ‫ﺗﻜﺎﻣﻞ‬ ‫ﻃﺮﻳﻖ‬ ‫ﻋﻦ‬.
·‫ﺍﻷﺻﻮﻝ‬ ‫ﻣﻦ‬ ‫ﺃﺑﻌﺎﺩﻫﺎ‬ ‫ﺗﺴﺘﻤﺪ‬ ‫ﻭﺍﻟﱵ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﰲ‬ ‫ﻣﺘﻜﺎﻣﻠﺔ‬ ‫ﻧﻈﺮﻳﺔ‬ ‫ﻟﻺﺳﻼﻡ‬–‫ﺍﻟﻘﺮﺁﻥ‬
‫ﻭﺍﻟﺴﻨﺔ‬–‫ﺳﻮﺍﻫﺎ‬ ‫ﻋﻦ‬ ‫ﺘﻤﻊ‬‫ﻭﺍ‬ ‫ﺍﻟﻔﺮﺩ‬ ‫ﺗﻐﲏ‬ ‫ﻭﺑﺬﻟﻚ‬.

24. ١١
‫ﻟﻠـﻄـﻔـﻞ‬ ‫ﺍﻟـﻮﺟـﺪﺍﻧـﻴـﺔ‬ ‫ﺍﻟـﺘـﺮﺑـﻴـﺔ‬
*‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻖ‬‫ﺍﻟﺴﺎﺑﻘﺔ‬:
‫ﻭﻻ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻫﺬﻩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺒﺎﺣﺚ‬ ‫ﻭﻗﻒ‬‫ﺣﻴﺚ‬ ‫ﻣﻦ‬ ‫ﺩﺭﺍﺳﺘﻪ‬ ‫ﲟﻮﺿﻮﻉ‬ ‫ﹰ‬‫ﺍ‬‫ﻛﺒﲑ‬ ‫ﹰ‬‫ﺎ‬‫ﺗﺸﺎ‬ ‫ﻓﻴﻬﺎ‬ ‫ﺣﻆ‬
‫ﻭﻫـﺬﻩ‬ ‫ﺍﳊﺎﻟﻴﺔ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺑﲔ‬ ‫ﺍﻻﺧﺘﻼﻑ‬ ‫ﺃﻭﺟﻪ‬ ‫ﻣﻦ‬ ‫ﻭﻛﺎﻥ‬ ، ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﻭﻫﻮ‬ ‫ﺃﻻ‬ ‫ﺍﳌﻮﺿﻮﻉ‬
‫ﳎـﺎﻻﺕ‬ ‫ﻋﻠـﻰ‬ ‫ﻭﺭﻛﺰﺕ‬ ‫ﻋﺎﻡ‬ ‫ﺑﺸﻜﻞ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺗﻨﺎﻭﻟﺖ‬ ‫ﺍﻟﺴﺎﺑﻘﺔ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺃﻥ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﺍﻟﻮﺟﺪﺍﻥ‬)‫ﺍﻟ‬ ‫ﳎﺎﻝ‬ ، ‫ﺍﻻﻧﻔﻌﺎﻻﺕ‬ ‫ﳎﺎﻝ‬ ، ‫ﺍﻟﻌﻮﺍﻃﻒ‬ ‫ﳎﺎﻝ‬‫ﻀﻤﲑ‬(‫ﺭﻛﺰﺕ‬ ‫ﺍﳊﺎﻟﻴﺔ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺃﻣﺎ‬ ،
‫ﺗﻌﻴـﻖ‬ ‫ﺍﻟﱵ‬ ‫ﺍﻟﺴﻠﺒﻴﺔ‬ ‫ﺍﻟﻌﻮﺍﻣﻞ‬ ‫ﺃﻫﻢ‬ ‫ﻭﺇﺑﺮﺍﺯ‬ ‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺍﳌﺮﺣﻠﺔ‬ ‫ﻟﻄﻔﻞ‬ ‫ﺍﻟﻮﺟﺪﺍﱐ‬ ‫ﺍﳉﺎﻧﺐ‬ ‫ﺗﻨﻤﻴﺔ‬ ‫ﻋﻠﻰ‬
‫ﺍﻟﺒﺎﺣﺚ‬ ‫ﺍﺳﺘﻔﺎﺩ‬ ‫ﻭﻗﺪ‬ ، ‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺍﳌﺮﺣﻠﺔ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺍﻟﺘﻄﺒﻴﻘﺎﺕ‬ ‫ﻭﺃﻫﻢ‬ ‫ﻟﻠﻄﻔﻞ‬ ‫ﺍﻟﻮﺟﺪﺍﻧﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬
‫ﰲ‬ ‫ﺍﳌﻬﻤﺔ‬ ‫ﻭﺍﳌﻔﺎﻫﻴﻢ‬ ‫ﺍﶈﺎﻭﺭ‬ ‫ﺑﻌﺾ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻫﺬﻩ‬ ‫ﻣﻦ‬‫ﺍﻹﺳـﻼﻡ‬ ‫ﰲ‬ ‫ﻭﺃﳘﻴﺘـﻪ‬ ‫ﻛﺎﻟﻮﺟـﺪﺍﻥ‬ ‫ﲝﺜﻪ‬
‫ﺍﻟﻄﻔﻞ‬ ‫ﺑﺘﺮﺑﻴﺔ‬ ‫ﺍﳌﺘﻌﻠﻘﺔ‬ ‫ﺍﻷﻓﻜﺎﺭ‬ ‫ﻟﺒﻌﺾ‬ ‫ﺍﻟﻄﺮﻳﻖ‬ ‫ﺃﻣﺎﻣﻪ‬ ‫ﻭﻓﺘﺤﺖ‬.
٢.‫ﺩﺭﺍﺳﺔ‬‫ﺍﻟﺴﺎﱂ‬ ‫ﺍﻟﻌﺰﻳﺰ‬ ‫ﻋﺒﺪ‬ ‫ﺳﻌﺪ‬ ‫ﺍﻟﺒﻨﺪﺭﻱ‬)١٤٢٣‫ﻫـ‬.(‫ﺑﻌﻨﻮﺍﻥ‬:‫ﻃﻔـﻞ‬ ‫ﺗﺮﺑﻴـﺔ‬
‫ﻣﺴﺘﻘﺒﻠﻴﺔ‬ ‫ﺭﺅﻳﺔ‬ ‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺍﳌﺪﺭﺳﺔ‬.، ‫ﺍﻟﻘـﺮﻯ‬ ‫ﺃﻡ‬ ‫ﺟﺎﻣﻌﺔ‬ ، ‫ﻣﻨﺸﻮﺭﺓ‬ ‫ﻏﲑ‬ ‫ﻣﺎﺟﺴﺘﲑ‬ ‫ﺭﺳﺎﻟﺔ‬
‫ﻗﺴ‬ ، ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﻛﻠﻴﺔ‬‫ﻭﺍﳌﻘﺎﺭﻧﺔ‬ ‫ﺍﻹﺳﻼﻣﻴﺔ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﻢ‬.
‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻣﻨﻬﺞ‬:‫ﺍﻟﻮﺻﻔﻲ‬ ‫ﺍﳌﻨﻬﺞ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺍﻋﺘﻤﺪﺕ‬.
‫ﻣﻦ‬ ، ‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺍﳌﺪﺭﺳﺔ‬ ‫ﻃﻔﻞ‬ ‫ﻟﺘﺮﺑﻴﺔ‬ ‫ﻣﺴﺘﻘﺒﻠﻴﺔ‬ ‫ﺭﺅﻳﺔ‬ ‫ﺑﻨﺎﺀ‬ ‫ﳏﺎﻭﻟﺔ‬ ‫ﺇﱃ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻫﺬﻩ‬ ‫ﻫﺪﻓﺖ‬
، ‫ﺗﻮﺍﺟﻬﻬﺎ‬ ‫ﺍﻟﱵ‬ ‫ﺍﻟﺘﺤﺪﻳﺎﺕ‬ ‫ﺃﻫﻢ‬ ‫ﻭﺭﺻﺪ‬ ، ‫ﺍﳌﺮﺣﻠﺔ‬ ‫ﻫﺬﻩ‬ ‫ﰲ‬ ‫ﺍﻟﺘﺮﺑﻮﻱ‬ ‫ﺍﻟﻮﺍﻗﻊ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺮﻑ‬ ‫ﺧﻼﻝ‬
‫ﻭﺍﺳﺘﺸ‬‫ﻳﻠﻲ‬ ‫ﻣﺎ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﻫﺬﻩ‬ ‫ﻧﺘﺎﺋﺞ‬ ‫ﺃﻫﻢ‬ ‫ﻣﻦ‬ ‫ﻭﻛﺎﻥ‬ ، ‫ﻣﻮﺍﺟﻬﺘﻬﺎ‬ ‫ﻭﺳﺒﻞ‬ ‫ﺁﺛﺎﺭﻫﺎ‬ ‫ﺮﺍﻑ‬:
·‫ﺘﻤـﻊ‬‫ﺍ‬ ‫ﻭﻣﺴﺘﻘﺒﻞ‬ ‫ﺣﻴﺎﺗﻪ‬ ‫ﻋﻠﻰ‬ ‫ﹰ‬‫ﺍ‬‫ﻛﺒﲑ‬ ‫ﹰ‬‫ﺍ‬‫ﻭﺗﺄﺛﲑ‬ ‫ﻛﺒﲑﺓ‬ ‫ﹰ‬‫ﺔ‬‫ﺃﳘﻴ‬ ‫ﺍﳌﺮﺣﻠﺔ‬ ‫ﻫﺬﻩ‬ ‫ﰲ‬ ‫ﺍﻟﻄﻔﻞ‬ ‫ﻟﺘﺮﺑﻴﺔ‬ ‫ﺃﻥ‬
‫ﻛﻜﻞ‬.
·، ‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺍﳌﺪﺭﺳﺔ‬ ‫ﰲ‬ ‫ﲢﻘﻖ‬ ‫ﺍﻟﺬﻱ‬ ‫ﺍﻟﻮﺍﺿﺢ‬ ‫ﻭﺍﻟﺘﻄﻮﺭ‬ ‫ﺍﻟﻜﺒﲑﺓ‬ ‫ﺍﻹﳒﺎﺯﺍﺕ‬ ‫ﻣﻦ‬ ‫ﺍﻟﺮﻏﻢ‬ ‫ﻋﻠﻰ‬ ‫ﺃﻧﻪ‬
‫ﻻﺯﺍﻟﺖ‬ ‫ﺎ‬‫ﺃ‬ ‫ﺇﻻ‬‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺍﳌﺸﻜﻼﺕ‬ ‫ﺑﻌﺾ‬ ‫ﻣﻦ‬ ‫ﺗﻌﺎﱐ‬.
·‫ﻭﺗﺮﺑﻴـﺔ‬ ‫ﻋﺎﻡ‬ ‫ﺑﺸﻜﻞ‬ ‫ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﺗﻮﺍﺟﻪ‬ ‫ﺍﻟﱵ‬ ‫ﻭﺍﳌﺴﺘﻘﺒﻠﻴﺔ‬ ‫ﺍﳊﺎﺿﺮﺓ‬ ‫ﺍﻟﺘﺤﺪﻳﺎﺕ‬ ‫ﻣﻦ‬ ‫ﺍﻟﻜﺜﲑ‬ ‫ﻫﻨﺎﻙ‬ ‫ﺃﻥ‬
‫ﻋﻨﺎﺻـﺮ‬ ‫ﳎﻤـﻞ‬ ‫ﻋﻠﻰ‬ ‫ﹰ‬‫ﺎ‬‫ﻭﺍﺿﺤ‬ ‫ﹰ‬‫ﺍ‬‫ﺗﺄﺛﲑ‬ ‫ﳍﺎ‬ ‫ﻭﺃﻥ‬ ، ‫ﺧﺎﺹ‬ ‫ﺑﺸﻜﻞ‬ ‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺍﳌﺪﺭﺳﺔ‬ ‫ﰲ‬ ‫ﺍﻟﻄﻔﻞ‬
‫ﺍﻟﺘﺮﺑﻮﻳﺔ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ‬.