صورة الطفل في منهاج اللغة العربية الفلسطيني للمرحلة الأساسية الدنيا (1-4)‎

الملخص EN

The aim of this study is to depict the image of children represented in the Palestinian curriculum of Arabic language from the first to fourth grades.

The content analysis approach was utilized to answer the five questions conducted here in the study.

The results indicated that children were referred to and mentioned within some lessons.

Arabic language curriculum included the social, emotional, theological, ethical, cognitive and self- development.

It valued the role of social development, which was repeated 31 times with a percentage of 60%.

Moreover, the emotional aspect was repeated 9 times with a percentage of 18%, indicating the importance of the Arabic language in stimulating children's emotions, sentiments and reactions.

This also displays the importance of respecting and valuing children's emotions and sentiments and helping them to profoundly understanding themselves.

Notably, with a repetition of 7 times and a percentage of 14, the theological and ethical aspect did not obtain the adequate percentage; a shortage was depicted at the cognitive level, which was only noted 4 times with a percentage of 8%.

The curriculum lessons displayed the children as neat, polite, collaborative, initiator and tolerant indicating establishment of a Palestinian cooperation- based civil society but discarded the representations of children as researcher, explorer, studious, creative and patriot.

The results revealed that some drawings depict children positively and value the importance of the positive relation between adults and children.

The representations of children as researchers and explorers were absented.

Thus, there is a need to reconsider lessons drawings and their assessments according to children developmental needs.

Palestinian curriculum of Arabic language must be restructured to recognize the handicapped students at class.

The curricula exhibited the roles and chores designated to children within the context of school, house, farm, art works and the nearby periphery.

The study concluded with practical recommendations to develop the curriculum.