The Meaning Of Religious Symbols In Early Childhood: The Mosque as an Example

Aslihan Atik; Zeynep Şahin

Article Details

The Meaning Of Religious Symbols In Early Childhood: The Mosque as an Example

Authors:

Aslihan Atik | Zeynep Şahin

Publisher:

Cukurova University

Main Topics:

Din Eğitimi

Journal:

Çukurova Üniversitesi İlahiyat Fakültesi Dergisi (ÇÜİFD) Vol.25 Issue 1, pp.55-68

Document Type:

Article

Publication Date:

6/2025

Document Language:

Turkish

Document ID (Org No.):

2001352283

pISSN:

2564-6427

Keywords:

Abstract:

 Early childhood represents a critical phase in human life, a period when the foundations of symbolic thinking are laid through words, images and pictures. During this period, children begin to give meaning to the symbols around them as their language skills develop rapidly, and their thought processes become progressively more abstract. The connection established through symbols shapes their understanding of the world to a great extent. Their ability to understand the relationship between objects and the meanings they represent undergoes significant development during this process. Early acquisition of symbolic thought structures is of critical importance for the childs subsequent religious development. This study aims to reveal how children perceive symbols, specifically focusing on their comprehension of the mosque - a prominent religious symbol frequently encountered in their everyday experiences. Furthermore, the aim is to derive pedagogical principles related to religious education. The relevant literature was reviewed to reveal how children learn symbols developmentally. In particular, how religious symbols are given meaning in this developmental process is addressed in different dimensions and discussed in the context of religious education. It has been concluded that the bond that children establish with the mosque symbol progresses developmentally and, in this context, they are both affected by and affect developments in the field of religious development.

 Early childhood represents a critical phase in human life, a period when the foundations of symbolic thinking are laid through words, images and pictures. During this period, children begin to give meaning to the symbols around them as their language skills develop rapidly, and their thought processes become progressively more abstract. The connection established through symbols shapes their understanding of the world to a great extent. Their ability to understand the relationship between objects and the meanings they represent undergoes significant development during this process. Early acquisition of symbolic thought structures is of critical importance for the childs subsequent religious development. This study aims to reveal how children perceive symbols, specifically focusing on their comprehension of the mosque - a prominent religious symbol frequently encountered in their everyday experiences. Furthermore, the aim is to derive pedagogical principles related to religious education. The relevant literature was reviewed to reveal how children learn symbols developmentally. In particular, how religious symbols are given meaning in this developmental process is addressed in different dimensions and discussed in the context of religious education. It has been concluded that the bond that children establish with the mosque symbol progresses developmentally and, in this context, they are both affected by and affect developments in the field of religious development.

 Early childhood represents a critical phase in human life, a period when the foundations of symbolic thinking are laid through words, images and pictures. During this period, children begin to give meaning to the symbols around them as their language skills develop rapidly, and their thought processes become progressively more abstract. The connection established through symbols shapes their understanding of the world to a great extent. Their ability to understand the relationship between objects and the meanings they represent undergoes significant development during this process. Early acquisition of symbolic thought structures is of critical importance for the childs subsequent religious development. This study aims to reveal how children perceive symbols, specifically focusing on their comprehension of the mosque - a prominent religious symbol frequently encountered in their everyday experiences. Furthermore, the aim is to derive pedagogical principles related to religious education. The relevant literature was reviewed to reveal how children learn symbols developmentally. In particular, how religious symbols are given meaning in this developmental process is addressed in different dimensions and discussed in the context of religious education. It has been concluded that the bond that children establish with the mosque symbol progresses developmentally and, in this context, they are both affected by and affect developments in the field of religious development.

 Erken çocukluk dönemi, kelimeler, imgeler ve resimler aracılığıyla sembolik düşüncenin temellerinin atıldığı, insan hayatının en kritik aşamalarından biridir. Bu dönemde çocuklar, dil becerilerinin hızla gelişmesiyle birlikte çevrelerindeki sembollere anlam vermeye başlarlar ve düşünce süreçleri giderek daha soyut bir hal alır. Sembollerle kurdukları bu bağ, onların dünyayı kavrama biçimlerini büyük ölçüde şekillendirir. Özellikle nesneler ve onların temsil ettiği anlamlar arasındaki ilişkiyi anlama yetileri bu süreçte önemli bir gelişim gösterir. Erken yaşta kazanılan sembolik düşünce yapıları, çocuğun ileriki yaşamındaki dini gelişimi açısından büyük bir önem taşır. Bu çalışmada, çocukların sembolleri nasıl algıladıklarını ve özellikle günlük yaşamda sık karşılaştıkları dini sembollerden biri olan camiyi nasıl anladıklarını ortaya çıkarmak ve din eğitimi ile ilgili pedagojik ilkelere ulaşmak hedeflenmiştir. Çalışmada alanyazın taranarak sembollerin çocuklar tarafından gelişimsel olarak nasıl öğrenildiği ortaya çıkarılmıştır. Özellikle dini sembollerin gelişimsel olarak bu süreçte nasıl anlamlandırıldığı farklı boyutları ile ele alınmış ve din eğitimi bağlamında tartışılmıştır. Çocukların cami sembolü ile kurdukları bağın gelişimsel olarak ilerlediği ve bu bağlamda dini gelişim alanındaki gelişmelerden hem etkilendiği hem de onları etkilediği sonucuna ulaşılmıştır.

Article Details

The Meaning Of Religious Symbols In Early Childhood: The Mosque as an Example

Authors:

Aslihan Atik | Zeynep Şahin

Publisher:

Cukurova University

Main Topics:

Din Eğitimi

Journal:

Çukurova Üniversitesi İlahiyat Fakültesi Dergisi (ÇÜİFD) Vol.25 Issue 1, pp.55-68

Document Type:

Article

Publication Date:

6/2025

Document Language:

Turkish

Document ID (Org No.):

2001352283

pISSN:

2564-6427

Religious Education

Religious Development

Mosque

SymbolDin Eğitimi

Dini Gelişim

Cami

Sembol

Issues

Article Details

Authors: Aslihan Atik | Zeynep Şahin

Publisher: Cukurova University

Main Topics: Din Eğitimi

Journal: Çukurova Üniversitesi İlahiyat Fakültesi Dergisi (ÇÜİFD) Vol.25 Issue 1, pp.55-68

Document Type: Article

Publication Date: 6/2025

Document Language: Turkish

Document ID (Org No.): 2001352283

pISSN: 2564-6427

Issues

Authors:

Aslihan Atik | Zeynep Şahin

Publisher:

Cukurova University

Main Topics:

Din Eğitimi

Journal:

Çukurova Üniversitesi İlahiyat Fakültesi Dergisi (ÇÜİFD) Vol.25 Issue 1, pp.55-68

Document Type:

Article

Publication Date:

6/2025

Document Language:

Turkish

Document ID (Org No.):

2001352283

pISSN:

2564-6427