Chapters

Teach the Child to Think

Treat the Child as an Adult

Allow the Child to Speak

 

"Touch & Tie" the Child

 

Let the Child be a Child

 

Spare the Child from Inferiority Complex (Three Parts)

 

Instruct the Child Once Only

 

The Child's First Participation in a Religious Congregation

 

Introduce the Child to the Clock

 

The Child with Culture of Reading is More Visionary

 

The Child and his Concept of Allah swt

  The Culture of Talking to Allah swt
  The Child Let Sulking Ceases Sulking
  Gaining Vision from Family History
  School Enrollment with a Spring-board
  Mother's True Love for Son is Sharing his with his Wife.
  Smart Shoes and the Child
  Childhood Trauma
  Slip of Expletives in Conversation-As a Habit
  Foster Charitable Nature in the Child
  Childhood Nickname can Stunt Personality
  Disciplinarian Parents on the Wrong Footing
  Favouring Boys is Wronging Girls among Children
  Groom the Child in the Art of Conversation
  The Child and his World of Fantasy
  The Child's "Book & Buddies"
  Allow the Child his Moments of Privacy
  Save the Child from Risk of School Antipathy
  Make the Child Understand Prejudice
  Handle the Child's Fragile Trust with Care
    

 

Child Psychology
The Child And his concpt of Allah-11

himself by his Creator (al imaan bil ghaib -belief in the Unseen) and this nagging belief is general for the mankind. The human mind cannot remain blank or shed this belief. He has either to run the path to polishing the belief or run the risk of polluting it. There is no third option.

In the case of a child, therefore, under the inspiration of this inborn belief, he senses a thirst for information in order to polish the belief. In the absence of adequate and balanced information, his imaginative mind tries to fill in the gaps and comes up with an incorrect interim concept of his Creator Who he finds often mentioned as Allah in the family. This mis-concept is common with small children.

Therefore, it is an Islamic obligation of the parents to ensure that as the child grows up, his thirst, which often goes unknown to them, is quenched amply with a flow of pure and proper information. The risk of the child drawing information from other doubtful Sources, as an alternative, becomes diminished. He is spared from his belief being tampered with doubts later in his adult life.

Religious Duty.
The parents therefore have a religious duty to ensure that the child is purposefully engaged in the proper learning of correct and balanced concept of Allah as early ''as possible" essentially based on His attributes. The perfect concept of His being and existence is however, beyond human comprehension. The initial childhood picture of Allah as a being with a human physique, image, emotions, needs or limitations must not stay on longer.

And this is only possible when the entire package of His attributes, including those of His benevolence, compassion, forgiveness, generosity and such others are addressed. There therefore develops a balanced concept of Him as the loving and lovable Being, and yet also a reasonably feared One if disobeyed or angered -all in the context of tauhid (absolute onennes).

Common God is not Allah.
What is even more important is to impress upon the child that there exists only Allah and there is no god besides Him and that the mention by others, of god or God, who lacks all the combined attributes of Allah is not Allah. And no god other than Allah exists. Therefore, the universally common God worshiped by all others does not exist
if he is not Allah.

While it is true that great "thawab" is earned by those parents who are the first to teach their children to recite or read the verse: Bi'simi Laahi Rahman Raheem", its importance is not confined to teaching the recitation of the verse or its translation only. The importance essentially lies also in helping the children to form a correct and balanced Islamic concept of "Allah" mentioned in the verse.


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