مراحل تطور المفاهيم الخلقية و دلالاتها في رسومات الأطفال عند عينة من الأطفال في العاصمة عمان بالأردن

Abstract EN

The study aims to shed light on the evolution stages of moral concepts as prescibed in the theory of cognitive development of piaget, and their implications in children’s drawings in burt stages.

The study used two methods : interview and content analysis.

The study sample consisted of (240) drawings and (300) children from Amman’s schools for the academic year 2013 / 2014, and the results showed a rate (90 %-47 %) of the answers in favor for : the methods primer, early concrete operational thought first, second and third classified at the stage of sensori-understanding year.

A rate (50 %-27 %) of the answers grades fourth and fifth in the stage of concret operational thought, and a total of (43 %-13 %) of the answers to sixth and seventh grade at the stage of late concrete operational thought.

A detailed drawing scheme came with a lesser rate (17 %-60 %) for the eighth and ninth grades, and at comparable rates with no discernable differences that can be attributed to gender in most of the stages, on the other hand the (x2) value showed that significant differences in understanding of religious / moral concepts between groups, and the percentage of descriptive / symbolic drawings.