Document Type : Original Article
Authors
1
MA in Positive Islamic Psychology, Faculty of Educational Sciences and Islamic Psychology, University of Quran and Etrat Sciences, Isfahan, Iran.
2
Department of Psychology, Women Research Center, Alzahra University, Tehran, Iran.
3
Assistant Professor, Department of Counseling and Educational Psychology, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
Abstract
Growth is a fundamental aspect of human life and is closely intertwined with human existence and guidance. Early childhood is of particular importance in the educational process, and speech, which can be regarded as a manifestation of the trajectory of human cognitive development, can be used to identify developmental deficiencies during this period. Given the limited attention devoted in the literature to the concept of speech and its role in human development, the present study aimed to re-examine child development based on the role of adverbials in speech structure within the framework of the Qur’anic developmental model. The study employed a qualitative research approach, with the analyses based on conceptual interpretation and in-depth reflection on the literature of the Qur’anic developmental framework concerning the structure of human speech. The research was conducted in four stages: an in-depth examination of the theoretical foundations; analysis and inference of relevant content to extract developmental indicators; convening an expert panel to validate the conceptual indicators; and, ultimately, developing component-based diagrams of development and developmental deficiencies, with a focus on the role of adverbials in children’s speech structure. The findings resulted in a matrix of diagnostic statements for development and developmental deficiencies across three indicators of children’s utterance (nutq), saying (qawl), and speech (kalam). These statements were formulated around four types of adverbial relations: causality, possession, circumstance, and distinction. The findings indicated that recognition of adverbials and their domains can serve as a foundation for children’s acquisition of knowledge, while each type of adverbial, through its specific function within speech structure, can play an influential role in shaping children’s behaviors and beliefs. Accordingly, the present study proposes a set of indicators and diagnostic statements for identifying children’s developmental characteristics and/or developmental deficiencies from this perspective. These indicators may have educational implications and provide a basis for corrective interventions in children’s speech-related developmental processes.
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