{"id":5278,"date":"2021-10-18T20:02:40","date_gmt":"2021-10-18T17:02:40","guid":{"rendered":"https:\/\/bcuni.eu\/tr\/?p=5238"},"modified":"2021-10-18T20:02:40","modified_gmt":"2021-10-18T17:02:40","slug":"cocuklukta-dini-duygunun-gelisimi","status":"publish","type":"post","link":"https:\/\/bcuni.eu\/tr\/cocuklukta-dini-duygunun-gelisimi\/","title":{"rendered":"\u00c7OCUKLUKTA D\u0130N\u0130 DUYGUNUN GEL\u0130\u015e\u0130M\u0130"},"content":{"rendered":"\n

\u00d6mer AKG\u00dcL<\/strong><\/p><\/blockquote>\n\n\n\n

Ya\u015fam ba\u015flad\u0131\u011f\u0131 andan itibaren bir geli\u015fim g\u00f6sterir. Ve hayat\u0131n ilk anlar\u0131, g\u00fcnleri, y\u0131llar\u0131 insan geli\u015fiminin ileriki d\u00f6nemlerini etkiler. Do\u011fum \u00f6ncesinden, \u00f6l\u00fcm \u00f6tesine… Do\u011fum \u00f6ncesi d\u00f6nem bir olu\u015fum evresi olmas\u0131 sebebiyle \u00e7ocu\u011fun ya\u015fam\u0131 ve gelece\u011fi a\u00e7\u0131s\u0131ndan b\u00fcy\u00fck \u00f6nem ta\u015f\u0131r. \u00c7ocuk do\u011fum \u00f6ncesinde annenin sa\u011fl\u0131\u011f\u0131ndan, beslenmesinden, ya\u015fam tarz\u0131ndan ve psikolojik durumundan etkilenir. Peki insan Rabbiyle ilk s\u00f6zle\u015fmesinden hi\u00e7 etkilenmez mi? Etkilenirse neden bu etki psikoloji kitaplar\u0131nda yer almaz? Duygu ve d\u00fc\u015f\u00fcnceler, tutum ve davran\u0131\u015flar \u00e7ocukluk d\u00f6neminde \u015fekillenir. \u00c7ocukta, potansiyel olarak dini duygu vard\u0131r ve bu duygu \u00e7ocukluk d\u00f6neminde duygusaldan zihinsele, somuttan soyuta do\u011fru geli\u015fir. Din e\u011fitimi\u2019nde \u00e7ocu\u011fun di\u011fer geli\u015fim \u00f6zellikleriyle birlikte, dini geli\u015fim \u00f6zelliklerinin de bilinmesi gereklidir.<\/p>\n\n\n\n

\u00c7ocukluk d\u00f6nemi do\u011fumdan k\u0131zlarda 11, erkeklerde 13 ya\u015fa kadar olan d\u00f6nemdir5. \u00c7ocukluk d\u00f6nemi kendi i\u00e7erisinde genellikle bebeklik (0-2 ya\u015f), ilk \u00e7ocukluk (2-7 ya\u015f) ve son \u00e7ocukluk (7-11k\/13e) olmak \u00fczere \u00fc\u00e7e ayr\u0131l\u0131r6. Zihinsel, duygusal, sosyal, cinsel, ki\u015fisel, ahlaki, dini ve bedeni geli\u015fimin temelleri bebeklik ve \u00e7ocukluk d\u00f6neminde at\u0131l\u0131r. Din duygusu insan f\u0131trat\u0131n\u0131n derinliklerinde vard\u0131r. \u0130nsan Allah\u2019\u0131n varl\u0131\u011f\u0131n\u0131 f\u0131trat\u0131n\u0131n derinliklerinde \u00e7e\u015fitli \u015fekillerde hisseder7. \u00c7ocu\u011fun dindar olarak d\u00fcnyaya gelmedi\u011fi, fakat dini kabiliyet ve e\u011filiminin \u00e7evredeki uyar\u0131c\u0131larla etkile\u015fim i\u00e7inde, ya\u015f\u0131n ilerlemesine ba\u011fl\u0131 olarak kendisini a\u00e7\u0131\u011fa vurdu\u011fu, biyolojik psikolojik ve sosyal geli\u015fmelerinin dindar bir ki\u015filik sahibi olmas\u0131na elveri\u015fli oldu\u011fu belirtilir8. \u00c7ocukluk d\u00f6neminde bedensel geli\u015fme h\u0131zl\u0131, zihinsel geli\u015fme yava\u015ft\u0131r. Zihinsel geli\u015fmeler (alg\u0131lama, sezme, analiz, sentez yapma, t\u00fcmevar\u0131m, t\u00fcmden gelim vs\u2026) tamamlanmad\u0131\u011f\u0131 i\u00e7in dini idrak s\u0131n\u0131rl\u0131 bir d\u00fczeydedir. Buna ra\u011fmen din ve inan\u00e7 bili\u015fsel, duyu\u015fsal, sezgisel bir s\u00fcre\u00e7 oldu\u011fu i\u00e7in zihinsel geli\u015fmeler \u0131\u015f\u0131\u011f\u0131nda incelememiz daha uygun olur. Fakat \u00e7ocu\u011fun dini geli\u015fimiyle ilgili yap\u0131lan \u00e7al\u0131\u015fmalar\u0131n azl\u0131\u011f\u0131 ve son d\u00f6nemde ge\u00e7 kal\u0131nm\u0131\u015f bir \u015fekilde yap\u0131lm\u0131\u015f oldu\u011fu unutulmamal\u0131, din ve psikolojinin birbirini reddetmenin getirdi\u011fi bu sonu\u00e7 g\u00f6z \u00f6n\u00fcnde bulundurulmal\u0131d\u0131r9. Bug\u00fcn dini duygunun varl\u0131\u011f\u0131ndan, etkilerinden bahsedilebiliyor ve bu konuda Din Psikolojisi bir bilim dal\u0131 olarak kabul g\u00f6r\u00fcyor.<\/p>\n\n\n\n

B. \u00c7OCUKLUK D\u00d6NEM\u0130 GEL\u0130\u015e\u0130M \u00d6ZELL\u0130KLER\u0130<\/strong><\/p>\n\n\n\n

1) Bebeklik D\u00f6nemi (0-2 ya\u015f)<\/p>\n\n\n\n

\u0130nsan geli\u015fimi d\u00f6llenmeden ba\u015flayarak ya\u015fam\u0131n sonuna dek s\u00fcrer. Genel olarak do\u011fumdan sonraki ilk iki y\u0131l i\u00e7inde insan yavrusu \u201cbebek\u201d olarak kabul edilir. Do\u011fumdan iki ya\u015f\u0131na kadar olan evreyi kapsar. Bu d\u00f6nemde \u00e7ocuk \u00e7evreye muhta\u00e7t\u0131r, temel ihtiya\u00e7lar\u0131n\u0131n (beslenme, temizlenme) ailesi taraf\u0131ndan kar\u015f\u0131lan\u0131r. Bedensel geli\u015fme daha g\u00f6zle g\u00f6r\u00fcl\u00fcr bir h\u0131zdad\u0131r. Bunun yan\u0131nda zihinsel, duygusal, dil ve psikolojik geli\u015fimi de \u00e7ok \u00f6nemlidir. m\u00fcmk\u00fcnd\u00fcr. \u00c7evreyle ilk tan\u0131\u015f\u0131kl\u0131k ger\u00e7ekle\u015fir. Bu d\u00f6nemde itinal\u0131 bak\u0131m ve g\u00f6zetim, \u00e7ocukta g\u00fcven duygusunu olu\u015fturmaya b\u00fcy\u00fck \u00e7apta yard\u0131mc\u0131 olabilir10. Tuvalet e\u011fitiminin kazan\u0131ld\u0131\u011f\u0131 bu d\u00f6nem ikinci ve \u00fc\u00e7\u00fcnc\u00fc ya\u015f\u0131 i\u00e7ine al\u0131r. Y\u00fcr\u00fcmeye ve konu\u015fmaya ba\u015flam\u0131\u015ft\u0131r. Kazan\u0131lan bu iki \u00f6nemli yetenek sayesinde ba\u011f\u0131ms\u0131z hareket etmek ister. S\u00fcrekli oradan oraya ko\u015fu\u015fturur, her yere uzanmak, her \u015feyi tutmak ister. \u00c7evresini ara\u015ft\u0131rmaya ke\u015ffetmeye \u00e7al\u0131\u015f\u0131r. Su ile oynar, yemekleri d\u00f6k\u00fcp sa\u00e7maya ba\u015flar, isteklerini kar\u015f\u0131 \u00e7\u0131k\u0131lmas\u0131na dayanamaz, a\u011flar, ba\u015f\u0131na buyruk, ele avuca s\u0131\u011fmaz, \u00f6fkeli bir \u00e7ocuk olup \u00e7\u0131km\u0131\u015ft\u0131r. Piaget bu d\u00f6neme \u201cDuyusal Motor D\u00f6nem\u201d ad\u0131n\u0131 vererek geli\u015fim basamaklar\u0131 a\u00e7\u0131s\u0131ndan farkl\u0131 d\u00f6nemlere ay\u0131rm\u0131\u015ft\u0131r:<\/p>\n\n\n\n

a) (00-02 ay) Refleks:<\/strong><\/p>\n\n\n\n

Bebek bu d\u00f6nemde baz\u0131 davran\u0131\u015flar\u0131 tekrarlar. Piaget bunlara \u015fema der. Bebek bu d\u00f6nemde bebekte ya\u015famas\u0131 i\u00e7in muhta\u00e7 oldu\u011fu reflekslere sahip oldu\u011fu g\u00f6r\u00fcl\u00fcr. Anne memesini emme, avu\u00e7 i\u00e7i refleksi (yakalama), moro refleks vs\u2026<\/p>\n\n\n\n

b) (02-04 ay) I. D\u00f6ner Tepkiler:<\/strong><\/p>\n\n\n\n

Bebek sahip oldu\u011fu \u015femalar\u0131 ba\u015fka obje ve kavramlara d\u00f6n\u00fc\u015ft\u00fcr\u00fcr. \u015eemalar\u0131n bu \u015fekilde tekrar\u0131na \u00f6z\u00fcmseme der. Meme emen \u00e7ocu\u011fun bu d\u00f6nemde bu davran\u0131\u015f\u0131n\u0131 ba\u015fka \u015fekillerde ger\u00e7ekle\u015ftirmeye \u00e7al\u0131\u015fma iste\u011fi g\u00f6r\u00fcl\u00fcr. Parmak emme meme emmenin d\u00f6n\u00fc\u015ft\u00fcr\u00fclm\u00fc\u015f haliyle ba\u015flar. \u0130lk temel al\u0131\u015fkanl\u0131klar kazan\u0131l\u0131r.<\/p>\n\n\n\n

c) (04-08 ay) II. D\u00f6ner Tepkiler:<\/strong><\/p>\n\n\n\n

Bu d\u00f6nemde \u00e7ocuk kas\u0131tl\u0131 eylemler yapmaya ba\u015flar. Neden sonu\u00e7 ili\u015fkisi fikri olu\u015fmaya ba\u015flar. Ama\u00e7-ara\u00e7 birbirinden ayr\u0131d\u0131r, ,nesne s\u00fcreklili\u011fi olu\u015fmam\u0131\u015ft\u0131r.<\/p>\n\n\n\n

d) (08-12 ay) 4. D\u00f6nem :<\/strong><\/p>\n\n\n\n

Niyetli davran\u0131\u015f g\u00f6r\u00fcl\u00fcr, ama\u00e7la-arac\u0131n ba\u011flanmas\u0131 ve yeni durumlara uygulanmas\u0131 ger\u00e7ekle\u015fir, \u00e7ocuk arzusunu tatmin etmek ister, oyun becerisi geli\u015fmi\u015f ve oyun oynar.<\/p>\n\n\n\n

e) (12-18 ay) 5. D\u00f6nem:<\/strong><\/p>\n\n\n\n

Faal deneme yan\u0131lma yoluyla yeni ara\u00e7lar\u0131n ke\u015ffi g\u00f6r\u00fcl\u00fcr, olgunla\u015fm\u0131\u015f nesne s\u00fcreklili\u011fi ger\u00e7ekle\u015fir, \u00e7evreyi aktif denetleyebilir.<\/p>\n\n\n\n

f) (18-24 ay) 6. D\u00f6nem:<\/strong><\/p>\n\n\n\n

\u00c7ocuk \u00e7evreyi taklit edebilir, birka\u00e7 kelime tekrarlayabilir. Nesneyi temsil edebilir.<\/p>\n\n\n\n

\u0130lk \u00c7ocukluk D\u00f6nemi (2-7 ya\u015f)<\/strong><\/p>\n\n\n\n

Bu d\u00f6nemde \u00e7ocuk konu\u015fkan, c\u0131v\u0131l c\u0131v\u0131l ve hayat doludur. S\u00fcrekli sorular sorar: \u201cAnne bu ne ? Baba bunun ad\u0131 ne?, Neden?, Ni\u00e7in?,\u201d sorular\u0131 bitmek bilmez. S\u0131k s\u0131k b\u00fcy\u00fcklerin s\u00f6z\u00fcn\u00fc keser, \u201cbana da s\u00f6yle\u201d diye araya girer. Her \u015feyi bilmek, tan\u0131mak ister. Bir \u00f6nceki d\u00f6nemin inat\u00e7\u0131l\u0131\u011f\u0131 gitmi\u015f onun yerini uyumluluk ve s\u00f6z dinlerlik alm\u0131\u015ft\u0131r. Bu d\u00f6nemin en belirgin \u00f6zelli\u011fi olan kendi i\u015fini kendi g\u00f6rmeye bay\u0131l\u0131r. \u00c7ok canl\u0131 bir hayal g\u00fcc\u00fc vard\u0131r. Duyduklar\u0131n\u0131 abart\u0131r, g\u00f6rd\u00fcklerini \u00e7arp\u0131tarak anlat\u0131r. Olmam\u0131\u015f \u015feyleri olmu\u015f gibi anlat\u0131r. \u00c7izikler, s\u0131yr\u0131klar ve k\u00fc\u00e7\u00fck yaralanmalardan \u00e7ok etkilenirler. Bir damla kan g\u00f6rse avaz avaz ba\u011f\u0131r\u0131r, a\u011flar. K\u0131z veya erkek oldu\u011funu ay\u0131rt eder. Anne babaya benzeme \u00e7abas\u0131 i\u00e7ine girerler. K\u0131z \u00e7ocu\u011fu anneye hayrand\u0131r, anneyle bir arada bulunmaktan, onunla mutfakta i\u015f yapmaktan \u00e7ok ho\u015flan\u0131r. Annenin ho\u015funa<\/p>\n\n\n\n

gidecek i\u015fleri yapmaya \u00f6zen g\u00f6sterir. \u201cBak anne ben ne yapt\u0131m\u201d diyerek ondan \u00f6vg\u00fc bekler. Anneyi giyinirken, soyunurken, s\u00fcslenirken izlemeyi \u00e7ok sever, dudaklar\u0131n\u0131 boyamaya annesinin topuklu ayakkab\u0131lar\u0131n\u0131 giymeye bay\u0131l\u0131r. Erkek \u00e7ocuklar da babaya hayrand\u0131r. Onun g\u00f6z\u00fcnde babadan daha becerikli, daha ak\u0131ll\u0131 ve daha g\u00fc\u00e7l\u00fc kimse yoktur. Arkada\u015flar\u0131na \u201cBenim babam senin baban\u0131 d\u00f6ver\u201d diye tart\u0131\u015fmaya giri\u015fir. Babas\u0131 gibi t\u0131ra\u015f olmaya, babas\u0131n\u0131n sigaras\u0131n\u0131 a\u011fz\u0131na almaya kalkar. K\u0131z\u0131n anneyi benimsemesi, erkek \u00e7ocu\u011funun da babay\u0131 \u00f6rnek almas\u0131 ki\u015fili\u011fin geli\u015fmesinde en \u00f6nemli olayd\u0131r. Erkek \u00e7ocuk erkek kimli\u011fini babaya benzeyerek, k\u0131z \u00e7ocuk ta k\u0131z kimli\u011fini anneye benzeyerek kazan\u0131r. Psikolojide buna \u201c cinsel \u00f6zde\u015fim\u201d ad\u0131 verilir. Bizim dilimizde bunu anlatan pek \u00e7ok ata s\u00f6zleri vard\u0131r. \u00d6rne\u011fin \u201ck\u0131z anadan \u00f6\u011frenir boh\u00e7a d\u00fczmeyi, o\u011flan babadan \u00f6\u011frenir koyun y\u00fczmeyi\u201d gibi. Bu d\u00f6nemde oyun \u00e7ocuklar i\u00e7in ayr\u0131 bir \u00f6zelli\u011fe sahiptir. Biz yeti\u015fkinler g\u00f6z\u00fcyle oyun, \u00e7ocu\u011fun e\u011flenmesine, oyalanmas\u0131na yarayan ama\u00e7s\u0131z bir u\u011fra\u015ft\u0131r. Oysa \u00e7ocuk oynad\u0131k\u00e7a duyular\u0131 keskinle\u015fir, becerisi artar. \u00c7\u00fcnk\u00fc oyun, \u00e7ocu\u011fun en do\u011fal \u00f6\u011frenme ortam\u0131d\u0131r. Duyduklar\u0131, g\u00f6rd\u00fcklerini s\u0131nay\u0131p denedi\u011fi, \u00f6\u011frendiklerini peki\u015ftirdi\u011fi bir deney odas\u0131d\u0131r. Oynayan \u00e7ocuk kendi k\u00fc\u00e7\u00fck d\u00fcnyas\u0131ndad\u0131r. O d\u00fcnyaya kendisi hakimdir. Kurallar\u0131 kendisi koyar, kendisi bozar. Ya\u015f\u0131tlar\u0131 d\u0131\u015f\u0131ndaki kimsenin bu d\u00fcnyaya girmesini istemez. Evcilik oynayan k\u00fc\u00e7\u00fck \u00e7ocuklar b\u00fcy\u00fckleri yanlar\u0131na yakla\u015ft\u0131rmazlar. Piaget bu d\u00f6nemin zihinsel geli\u015fim \u00f6zelliklerini \u015f\u00f6yle a\u00e7\u0131klar12:<\/p>\n\n\n\n

\u0130\u015flem \u00d6ncesi D\u00f6nem:<\/strong><\/p>\n\n\n\n

Benmerkezci (egosantrik) d\u00fc\u015f\u00fcnce vard\u0131r. G\u00fcne\u015f \u00e7ocuk i\u00e7in do\u011far ve batar, d\u00fcnya onun i\u00e7in d\u00f6ner, anne baba sadece kendisine hizmet etmelidir vs. tek boyutlu d\u00fc\u015f\u00fcnebilme becerisi geli\u015fir. \u0130\u015flemler ve temsil zenginle\u015fir. Bu d\u00f6nemde hen\u00fcz tersine d\u00f6n\u00fc\u015ft\u00fcrme yapamaz (2+3=5 der ama 3+2=5diyemez). Korunum ilkesini kavrayamaz, \u015fimdi burada olanla ilgilenir. Bu d\u00f6nemin en b\u00fcy\u00fck \u00f6zelliklerinden birisi de animizmdir (cans\u0131z varl\u0131klar\u0131n, canl\u0131 varl\u0131klar gibi telakki edilmesidir13).<\/p>\n\n\n\n

Son \u00c7ocukluk D\u00f6nemi (7-11k\/13e ya\u015f)<\/strong><\/p>\n\n\n\n

Okula ba\u015flay\u0131\u015f ailenin ya\u015fam\u0131nda \u00e7ocu\u011fun konu\u015fmas\u0131, y\u00fcr\u00fcmesi gibi \u00f6nemli bir a\u015famad\u0131r. Okula ba\u015flama \u00e7ocuk y\u00f6n\u00fcnden belli bir zeka ve duygusal geli\u015fimi tamamlam\u0131\u015f olmay\u0131 gerektirir. 6 ya\u015f\u0131n\u0131 bitirdi\u011fi halde zekas\u0131 yeterli olan bir \u00e7ocuk ruhsal bak\u0131mdan evden ayr\u0131labilme olgunlu\u011funu g\u00f6stermeyebilir. \u00d6zellikle oyun ve arkada\u015fl\u0131ktan uzak tutulmu\u015f, d\u0131\u015far\u0131 \u00e7\u0131kar\u0131lmam\u0131\u015f \u00e7ocuklar i\u00e7in evden ayr\u0131l\u0131\u015f \u00fcrk\u00fct\u00fcc\u00fcd\u00fcr. Okullar\u0131n a\u00e7\u0131ld\u0131\u011f\u0131 ilk g\u00fcnlerde, her s\u0131n\u0131fta birka\u00e7 anneyi s\u0131ralarda \u00e7ocuklar\u0131 ile birlikte otururken g\u00f6rmek ola\u011fand\u0131r. Okula korku ile giden ve hep evi d\u00fc\u015f\u00fcnen bir \u00e7ocu\u011fun kendini okuma ve \u00f6\u011frenmeye vermesi kolay olmaz. Ayr\u0131ca ya\u015f\u0131tlar\u0131 i\u00e7ine kar\u0131\u015fmas\u0131, birlikte oynamas\u0131 ve arkada\u015fl\u0131k kurmas\u0131 g\u00fc\u00e7 olur. Okula uyumu ve ba\u015far\u0131s\u0131 bir anlamda anne-baban\u0131n yeti\u015ftirmedeki ba\u015far\u0131s\u0131n\u0131n bir \u00f6l\u00e7\u00fcs\u00fcd\u00fcr. Zeka nedir? Zeka zihnin \u00f6\u011frenme, \u00f6\u011frenilenden yararlanabilme, yeni durumlara uyabilme ve yeni \u00e7\u00f6z\u00fcm yollar\u0131 bulabilme yetene\u011fidir. Piaget\u2019e g\u00f6re uyum becerisidir14. \u00d6\u011frenme ile zeka aras\u0131nda yak\u0131n bir ili\u015fki oldu\u011funu bu tan\u0131mdan anl\u0131yoruz. En zeki ki\u015fi en \u00e7abuk ve en \u00e7ok \u00f6\u011frenebilen ki\u015fidir. Zekan\u0131n geli\u015fim evreleri: iki ya\u015f\u0131ndan \u00f6nce kavramlar\u0131n belirmedi\u011fi ger\u00e7ek anlamda genelleme zeka yetene\u011finin geli\u015fmedi\u011fi yap\u0131lan ara\u015ft\u0131rmalar sonucu ortaya \u00e7\u0131km\u0131\u015ft\u0131r. Do\u011fumdan iki y\u0131l sonras\u0131na kadar devam eden bu d\u00f6nem duyusal hareketlilik d\u00f6nemidir. Bu d\u00f6nemde \u00e7ocuk duyular\u0131n\u0131 kullanmaya, uyaranlara uygun tepkiler vermeye ve devinimleri yinelemeye \u00e7al\u0131\u015f\u0131r. 2-4 aylar aras\u0131nda ellerini izlemeye ba\u015flar, ama bir nesneye uzanamaz. 5 (be\u015f) aydan \u00f6nce g\u00f6r\u00fc\u015f alan\u0131ndan \u00e7\u0131kan bir nesneyi aramaz. \u00d6rne\u011fin renkli bir \u00e7\u0131ng\u0131rak g\u00f6z\u00fc \u00f6n\u00fcnde yast\u0131\u011f\u0131n\u0131n alt\u0131na konsa g\u00f6z\u00fcn\u00fc dikip oraya bakmaz. G\u00f6r\u00fc\u015f alan\u0131ndan \u00e7\u0131kan nesne onun i\u00e7in yok olmu\u015ftur. sekizinci aydan sonra g\u00f6zden uzakla\u015fan \u00f6rne\u011fin yast\u0131k alt\u0131na konan bir emzi\u011fi arar bulur. Ancak emzik oradan al\u0131n\u0131rsa emzi\u011fi yine ayn\u0131 yerde arar. \u00c7ocuk birinci ya\u015ftan sonra bir de\u011fnek yard\u0131m\u0131yla oyunca\u011f\u0131 kendine \u00e7ekmeye \u00e7al\u0131\u015f\u0131r, bir oyunca\u011f\u0131 ilk saklad\u0131\u011f\u0131 yerde de\u011fil son saklad\u0131\u011f\u0131 yerde arar. \u0130ki ya\u015f\u0131ndan sonra \u00e7ocukta kavramlar geli\u015fmeye ba\u015flar. Bu evrede \u00e7ocuk nesneleri ba\u015fka \u015feylerin simgesi gibi kullanmaya ba\u015flar. \u00d6rne\u011fin bir de\u011fne\u011fe binip at gibi dola\u015fabilir elindeki bebekle canl\u0131ym\u0131\u015f gibi oynar ve konu\u015fur. Dil h\u0131zla geli\u015fir. Simgelerle konu\u015fma ve genelleme ba\u015flar. \u00c7ocu\u011fun say\u0131, zaman, b\u00fcy\u00fckl\u00fck, renk, a\u011f\u0131rl\u0131k gibi kavramlar\u0131 \u00e7ok basit d\u00fczeydedir. 4-7 ya\u015flar aras\u0131ndaki \u00e7ocuk iki e\u015fit barda\u011f\u0131 su doldurulsa, sonra bu bardaktan biri daha uzun ve ince bir barda\u011fa bo\u015falt\u0131lsa ve \u00e7ocu\u011fa hangisinde daha \u00e7ok su oldu\u011fu sorulsa, ince uzun barda\u011f\u0131 g\u00f6sterir. \u00c7ocu\u011fun say\u0131lar\u0131 \u00f6\u011frenmesi de ba\u015flang\u0131\u00e7ta ezber yoluyla olur. \u00d6rne\u011fin parmaklar\u0131n\u0131 saymas\u0131 istenen \u00e7ocuk ba\u015f parmaktan ba\u015flam\u0131\u015fsa bu istek yineleyince ancak ba\u015f parmaktan ba\u015flayarak do\u011fru sayabilir. Ser\u00e7e parma\u011f\u0131ndan ba\u015flamas\u0131 istenirse \u201cbu bir de\u011fil\u201d diyerek ba\u015f parma\u011f\u0131n\u0131n bir oldu\u011funu s\u00f6yler. Ba\u015fka bir deyimle say\u0131 kavram\u0131 daha yerine oturmam\u0131\u015f, nesnelerden ayr\u0131 soyut bir nitelik kazanmam\u0131\u015ft\u0131r. Somut i\u015flemler d\u00f6nemi ad\u0131 verilen 7-11 ya\u015flar\u0131 aras\u0131 say\u0131, zaman, uzay, a\u011f\u0131rl\u0131k, boyut, hacim kavramlar\u0131 iyice yerle\u015fmeye ba\u015flar. Ancak soyut d\u00fc\u015f\u00fcnme yetene\u011fi hen\u00fcz tam geli\u015fmemi\u015ftir. Onur, millet, \u00fclke, \u00f6l\u00fcm gibi kavramlar daha \u00e7ok tam anlamadan okulda ezberledi\u011fi \u015fekliyle zihinde yer eder. Bu ya\u015f \u00e7ocuklar\u0131 deyimleri anlamakta g\u00fc\u00e7l\u00fck \u00e7eke, benzetmeleri somut anlamlar\u0131 ile kavrarlar. \u00d6rne\u011fin \u201cb\u00fcy\u00fck adam\u201d s\u00f6z\u00fcn\u00fc iri ve uzun boylu adam olarak anlarlar. 11 ya\u015f\u0131ndan sonra ise soyut kavramlar\u0131n yerle\u015fmesi ve kavranmas\u0131 ger\u00e7ekle\u015fir. Yukar\u0131da s\u00f6z\u00fcn\u00fc etti\u011fimiz kavramlar bu ya\u015flardan sonra geli\u015fmeye ba\u015flar. Ancak zeki \u00e7ocuklarda soyut d\u00fc\u015f\u00fcnce, mant\u0131k y\u00fcr\u00fctme ve muhakeme zeka oran\u0131na g\u00f6re daha erken ya\u015flarda ba\u015flar. Piaget bu d\u00f6nemi somut i\u015flemler d\u00f6nemi olarak a\u00e7\u0131klar15:<\/p>\n\n\n\n

Somut \u0130\u015flemler D\u00f6nemi:<\/strong><\/p>\n\n\n\n

Par\u00e7a b\u00fct\u00fcn ili\u015fkisi kurulur. Grupland\u0131rma, s\u0131n\u0131fland\u0131rma, s\u0131ralama becerileri geli\u015fir. \u00c7ok boyutlu d\u00fc\u015f\u00fcnce ba\u015flar, tersine d\u00f6n\u00fc\u015ft\u00fcrme ve sosyal beceriler ger\u00e7ekle\u015fir. Hacim, a\u011f\u0131rl\u0131k, k\u00fctle korununun fark\u0131ndad\u0131r. Rol alabilir. Temsil yetene\u011fi geni\u015fler. Geli\u015fmi\u015f mant\u0131ksal d\u00fc\u015f\u00fcnce vard\u0131r.<\/p>\n\n\n\n

C. \u00c7OCUKLUK D\u00d6NEM\u0130 D\u0130N\u0130 GEL\u0130\u015e\u0130M \u00d6ZELL\u0130KLER\u0130<\/strong><\/p>\n\n\n\n

Do\u011fum \u00f6ncesinde ba\u015flayan dini hayat, do\u011fumla birlikte farkl\u0131 bir geli\u015fim kazan\u0131r. Dolay\u0131s\u0131yla f\u0131tri bir duygu olan din, insan ruhunu do\u011fu\u015ftan Allah\u2019\u0131 tan\u0131maya ve bilmeye y\u00f6neltir. Psikoloji ara\u015ft\u0131rmalar\u0131nda da din duygusuna art\u0131k yer verilmektedir. Her ne kadar dine bak\u0131\u015f\u0131m\u0131z\u0131, dini duygu ve tecr\u00fcbeyi ifade etme \u00e7abam\u0131z\u0131 de\u011fi\u015ftirmeyecek olsa da, bilimsel anlamda sunulan bir genetik bulu\u015f \u0131\u015f\u0131\u011f\u0131nda inan\u00e7 geni ad\u0131 verilen bir ke\u015fif yap\u0131lm\u0131\u015ft\u0131r16. Buradan da anla\u015f\u0131l\u0131yor ki bu konuda insan ilgisi devam ediyor. Ve bu ilginin kayna\u011f\u0131 belki de f\u0131trat dedi\u011fimiz saiktan geliyordur.<\/p>\n\n\n\n

\u00c7ocukluk d\u00f6neminde dini geli\u015fim \u00f6zelliklerini incelerken bebeklik, ilk \u00e7ocukluk ve son \u00e7ocukluk olarak, baz\u0131 geli\u015fim g\u00f6revlerini g\u00f6z \u00f6n\u00fcne alarak \u015fu \u015fekilde i\u015fleyebiliriz:\u00b7 \u00c7ocuklar, dini kavramlar\u0131, geli\u015fim a\u015famalar\u0131na g\u00f6re de\u011ferlendirirler ve \u00f6ylece ifade ederler. Allah ve ibadet kavramlar\u0131, kavram geli\u015fimine paralel olarak, somuttan soyuta do\u011fru ilerleyerek geli\u015fir.<\/p>\n\n\n\n

\u00b7 \u0130lk \u00e7ocuklukta d\u00fc\u015f\u00fcnce antropomorfisttir. Bu genel d\u00fc\u015f\u00fcnce yap\u0131s\u0131ndan dini kavramlar da etkilenirler. Bu d\u00f6nemde Allah, insani vas\u0131flar\u0131n t\u00fcm\u00fcn\u00fc ta\u015f\u0131yan, \u00e7ocu\u011fun g\u00f6rebilece\u011fi en y\u00fcce mekan olan g\u00f6ky\u00fcz\u00fcnde oturan, arkada\u015flar\u0131 ve d\u00fc\u015fmanlar\u0131 olan, genelde ya\u015fl\u0131 olan bir dede olarak tasvir edilir. Ve ibadetler ilk a\u015famada b\u00fcy\u00fcklerin tevecc\u00fch\u00fcn\u00fc kazanmak i\u00e7in yap\u0131lan faaliyetler olarak g\u00f6zlenir. Ancak 12 ya\u015f\u0131ndan itibaren \u00e7ocuk Allah ile aras\u0131nda bir ileti\u015fim kurabilecek zihni d\u00fczeye gelebilir.<\/p>\n\n\n\n

\u00b7 Yine ilk \u00e7ocuklukta d\u00fc\u015f\u00fcncenin sunile\u015ftirme \u00f6zelli\u011finden dolay\u0131 \u00e7ocuklar tabiattaki varl\u0131klar\u0131n insanlar veya Allah taraf\u0131ndan yap\u0131ld\u0131\u011f\u0131n\u0131 san\u0131rlar. Fakat Allah\u2019\u0131n da b\u00fcy\u00fck bir insan gibi tasavvur edildi\u011fini g\u00f6z \u00f6n\u00fcne al\u0131rsak yarat\u0131c\u0131 bir Allah\u2019\u0131n her \u015feyi yoktan yaratt\u0131\u011f\u0131 inanc\u0131, bu d\u00fc\u015f\u00fcnce \u00f6zelli\u011finden dolay\u0131, pek kavran\u0131r gibi g\u00f6z\u00fckmemektedir. Cennet bu d\u00f6nemde bazen d\u00fcnya k\u00fcresi gibi bir k\u00fcredir ve \u00f6lenler f\u00fcze gibi bir aletle oraya ta\u015f\u0131n\u0131r17.<\/p>\n\n\n\n

1) Bebeklik D\u00f6nemi (0-2 ya\u015f)<\/strong><\/p>\n\n\n\n

\u0130nsan ruhunda kendini ilk belli eden duygudur. Duygu, insan ruhunun temel bir unsuru olarak b\u00fct\u00fcn \u00f6m\u00fcr boyunca devam eder. Psikolojide dini duygu bir realite olarak kabul edilmektedir. \u00c7\u00fcnk\u00fc insandaki dini faaliyetlerin psikolojik etkisine bak\u0131ld\u0131\u011f\u0131nda, bu faaliyetlerin duygusal bir karakteri oldu\u011fu a\u00e7\u0131k\u00e7a g\u00f6r\u00fclmektedir18. Bebeklik d\u00f6neminde \u00e7ocu\u011fa dini ilk uyar\u0131c\u0131 kula\u011fa okunan ezan, isim verme, s\u00fcnnet t\u00f6reni ve ninnilerdir. Bir de 2 ya\u015f\u0131na yakla\u015f\u0131ld\u0131\u011f\u0131nda birka\u00e7 kelime, Allah lafz\u0131 ve ebeveynlerin baz\u0131 dini davran\u0131\u015flar\u0131n\u0131n taklidiyle s\u0131n\u0131rl\u0131d\u0131r. \u00c7\u00fcnk\u00fc bu d\u00f6nemde alg\u0131lama ve \u00f6\u011frenme geli\u015fmemi\u015ftir. \u00c7ocuk i\u00e7in bu d\u00f6nemde dini geli\u015fim g\u00fcven, sevgi ve ba\u011flanma gibi duygularla s\u0131n\u0131rl\u0131d\u0131r19.<\/p>\n\n\n\n

2) \u0130lk \u00c7ocukluk D\u00f6nemi (2-7 ya\u015f)<\/strong><\/p>\n\n\n\n

\u00c7ocuk iki ya\u015f\u0131ndan itibaren konu\u015fmaya, idrak etmeye, kendisini ve \u00e7evresini anlamaya; \u00e7evrenin etkisine girmeye ba\u015flar. Aile \u00e7ok \u00f6nemlidir. \u00c7evreyi merak eder. S\u00fcrekli sorular sorar. Verilen cevaplar\u0131 sorgulamadan al\u0131r ve onlara hemen inan\u0131r. Bu d\u00f6nemde antropomorfik (Allah\u2019\u0131 b\u00fcy\u00fck \u00e7ok b\u00fcy\u00fck bir insan gibi tasavvur etme, soyutu somut olarak alg\u0131lama) d\u00fc\u015f\u00fcnce vard\u0131r. \u00c7ocuk b\u00fcy\u00fcklerinden g\u00f6rd\u00fcklerini taklit eder. Sofraya besmeleyle oturur, hamd ederek kalkar. S\u0131k s\u0131k tekrarlamalar g\u00f6r\u00fcl\u00fcr. S\u0131fatlar\u0131 anlar. B\u00fcy\u00fck k\u00fc\u00e7\u00fck manas\u0131n\u0131 bilir. Kutsal geceler ve merasimler, bayramlar ve hediyele\u015fmek \u00e7ocuk i\u00e7in \u00e7ok \u00f6nemli. Dinin sevindiren ve kolayla\u015ft\u0131ran bir unsur olarak \u00e7ocu\u011fa sunulmas\u0131 gerekli. Dini hikayeler ve masallar\u0131n etkisi b\u00fcy\u00fck bu d\u00f6nemde. \u00c7ocu\u011fa uygulanacak merhamet ve sevgi dolu e\u011fitim, \u00e7ocu\u011fa anlat\u0131lan Allah\u2019\u0131n s\u0131fatlar\u0131yla b\u00fct\u00fcnle\u015fince Allah tasavvuru daha kuvvetli, g\u00fcven verici ve kal\u0131c\u0131 olacakt\u0131r. Bask\u0131 ve korkuyla e\u011fitilen \u00e7ocuk ise Allah\u2019\u0131 ceza veren bir varl\u0131k olarak kabul edebilir20.<\/p>\n\n\n\n

3) Son \u00c7ocukluk D\u00f6nemi (7-11k\/13e ya\u015f)<\/strong><\/p>\n\n\n\n

Kavramlar\u0131 anlamaya ba\u015flar. Ger\u00e7ek\u00e7i bir din anlay\u0131\u015f\u0131 olu\u015fmaya ba\u015flar. Dine ilgisi artar. Bilin\u00e7lenir. Sorular\u0131na ald\u0131\u011f\u0131 cevaplar\u0131 sorgular. Akl\u0131nda s\u0131nar. Sorular\u0131na ciddi ve do\u011fru cevaplar verilmeli. Antropomorfik d\u00fc\u015f\u00fcnce yerini sembolik d\u00fc\u015f\u00fcnceye b\u0131rak\u0131r. Aile \u00e7ok \u00f6nemlidir. \u00d6rnekli\u011fi \u00e7ok \u00f6nemlidir. Dini sunu\u015f \u00e7ok \u00f6nemlidir. Okul, \u00f6\u011fretmen, arkada\u015f gibi yeni \u00e7evre de \u00e7ocu\u011fu etkiler. Bilgiler sunar. Uyum gerekir. Mesuliyet ve birliktelik duygusu geli\u015fir. Cemaatle yap\u0131lan ibadetler dine ilgiyi artt\u0131r\u0131r. Namaza bu d\u00f6nemde ba\u015flan\u0131l\u0131r. Ger\u00e7ekle\u015febilecek dualar edilmeli. Kuran e\u011fitimi. Erkeklerde s\u00fcnnet. Allah s\u0131\u011f\u0131n\u0131lan ve yard\u0131m talep edilen, ibadet yap\u0131lan bir varl\u0131k olarak sunulmal\u0131. oyun e\u011fitimde kullan\u0131lmal\u0131. Oru\u00e7. Din, Allah ve peygamber sevdirilmelidir.<\/p>\n","protected":false},"excerpt":{"rendered":"

\u00d6mer AKG\u00dcL Ya\u015fam ba\u015flad\u0131\u011f\u0131 andan itibaren bir geli\u015fim g\u00f6sterir. Ve hayat\u0131n ilk anlar\u0131, g\u00fcnleri, y\u0131llar\u0131 insan geli\u015fiminin ileriki d\u00f6nemlerini etkiler. Do\u011fum \u00f6ncesinden, \u00f6l\u00fcm \u00f6tesine… Do\u011fum \u00f6ncesi d\u00f6nem bir olu\u015fum evresi olmas\u0131 sebebiyle \u00e7ocu\u011fun ya\u015fam\u0131 ve gelece\u011fi a\u00e7\u0131s\u0131ndan b\u00fcy\u00fck \u00f6nem ta\u015f\u0131r. \u00c7ocuk do\u011fum \u00f6ncesinde annenin sa\u011fl\u0131\u011f\u0131ndan, beslenmesinden, ya\u015fam tarz\u0131ndan ve psikolojik durumundan etkilenir. Peki insan Rabbiyle […]<\/p>\n","protected":false},"author":1,"featured_media":5351,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[190],"tags":[],"class_list":["post-5278","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-bilimsel-makaleler"],"featured_image_src":{"landsacpe":["https:\/\/bcuni.eu\/tr\/wp-content\/uploads\/2021\/10\/COCUKLUKTA-DINI-DUYGUNUN-GELISIMI-1.jpg",500,436,false],"list":["https:\/\/bcuni.eu\/tr\/wp-content\/uploads\/2021\/10\/COCUKLUKTA-DINI-DUYGUNUN-GELISIMI-1-463x348.jpg",463,348,true],"medium":["https:\/\/bcuni.eu\/tr\/wp-content\/uploads\/2021\/10\/COCUKLUKTA-DINI-DUYGUNUN-GELISIMI-1-300x262.jpg",300,262,true],"full":["https:\/\/bcuni.eu\/tr\/wp-content\/uploads\/2021\/10\/COCUKLUKTA-DINI-DUYGUNUN-GELISIMI-1.jpg",500,436,false]},"yoast_head":"\n\u00c7OCUKLUKTA D\u0130N\u0130 DUYGUNUN GEL\u0130\u015e\u0130M\u0130 - Brussels Capital University<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/bcuni.eu\/tr\/cocuklukta-dini-duygunun-gelisimi\/\" \/>\n<meta property=\"og:locale\" content=\"tr_TR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"\u00c7OCUKLUKTA D\u0130N\u0130 DUYGUNUN GEL\u0130\u015e\u0130M\u0130 - Brussels Capital University\" \/>\n<meta property=\"og:description\" content=\"\u00d6mer AKG\u00dcL Ya\u015fam ba\u015flad\u0131\u011f\u0131 andan itibaren bir geli\u015fim g\u00f6sterir. 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