(Morris & Maisto, 2005). Young children tend to perceive play activitities as
voluntary, meaningful, active, symbolic, rule-bound, and usually pleasurable,
even ...
THE QURANIC CONCEPT OF ‘DISEASE OF THE HEART’: AN OBSERVATIONAL CASE STUDY ON AGGRESSION AMONG PRESCHOOLERS DURING FREE-PLAY
NOR AZIAN BINTI MD NOOR Institute of Education International Islamic University Malaysia
AIDATUL FARAH HAZWANI BINTI MOHAMAD Institute of Education International Islamic University Malaysia
FADHILAH ZAHIYAH BINTI ABU TALIB Institute of Education International Islamic University Malaysia
ABSTRACT Many researches on children were conducted on aggression indicates that this behavioral problem appears in children as early as 2 years old. This issue should be addressed by caregivers and educators because the problem may persist throughout the children’s adult lives. The Islamic perspective relates the problem with the concept of the ‘disease of the heart.’ The Qur’an stated in Surah Al-Baqarah (2:10); “In their hearts is a disease.” This study is a preliminary study to explore the Quranic concept and relates the phenomenon of aggression as it appears in young children. The study has three objectives. The first objective is to examine the relationship between the types of behavioral aggression observed in preschoolers and the types of ‘diseases of the heart’ as described in the Quran and Hadith. The second objective is to show the frequency of occurrence of aggression and types of aggression based on structured observation and descriptive statistics. The third objective is to provide some suggestions to caregivers and educators on how they should address the issue of aggression and symptoms of ‘diseases of the heart’ in their children. The findings of the study indicate there are symptoms of ‘disease of the heart’ appearing in preschoolers but further research is recommended to validate the outcome of this research.
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INTRODUCTION
Play and children are inseparable as it is a major activity for the children. The researchers decided to observe overt behavior among children at an Educare Center during their free play session. Playing activities allow children to interact and communicate with their peers. When children play, they integrate social, emotional, physical, cognitive, and imaginative experience (Morris & Maisto, 2005). Young children tend to perceive play activitities as voluntary, meaningful, active, symbolic, rule-bound, and usually pleasurable, even when the play turned serious. Preschool children are actually smarter than how adults like to think of them. They constantly explore their growing independence by giving strong opinions about what and who they like to play with.. To get their own way they negotiate with friends, parents and caregivers. Everyday the children decide who will have and do what, and who can play. Later, they will remember what worked, or didn’t. This leads them to choose more indirect forms of aggression and use their increasing language skills to get what they want. They make fun of and exclude certain friends; they tease, taunt, and call each other names. This type of aggression hurts another playmate through insults or isolation. Aggression among preschoolers has been considered as one of the major concern for adults especially for both parents and educators even if it is normal process of development for children. From the Islamic perspective, there is an issue that both parents and educators must pay attention upon, it is called ‘disease of the heart’ which can be developed within the domain of aggression among preschoolers during free-play. It is very important to observe and to control the aggression demonstrated by children because their behavior may turned into a stable part of their adult personality. For example, in one longitudinal study of boys, researchers found a relationship between pre-school children who viewed violence in television developed aggressive and antisocial behavior 10 years later (Eron, Huesmann, Lefkowitz, & Walder, 1972). Another study by Bandura (1961) investigated patterns of behaviors that are associated with aggression among children. The exprimental study popularly known as the “Bobo Doll’s” experiment described groups of children were exposed to a film which showed an adult attacking an infatable doll with a stick. The doll was thrown and kicked. The result shows that the children were physically aggressive than those who were not exposed to the aggressive model. Thus, both studies showed a strong evidence of the aggression among children. Although aggressive behavior among children is a normal and typical part of growing up, it is critical moment for parents as well as teachers to be aware and address this behavior. The
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children need to be well informed and taught about the danger of being aggressive towards their acquaintances in terms of
behavioral and verbal. As preschoolers get older, they show less and
less physical aggression mostly because the parts of their brains that control aggression are better developed. However, because they have grown physically bigger and stronger, they are capable of more harm when they get rough during play. Early childhood is a stage where children learn many positive and negative things including aggression and violence from the environment such as television programmes (National Center for Children Exposed to Violence, 2003). However, parents and teachers tend to ignore or punish their children, rather than addressing the problem wisely. The scope of this research is determined by the definition of main terms used as the research constructs. These definitions are from Morris & Maisto (2005) and Santrock (2010). The terms are: a)
Aggression – behavior which is intended to cause harm physically as well as emotionally to
others and it is unwelcomed. b)
Physical aggression - intentional harm cause to others through obvious physical acts for
example kicking, hitting, punching, taking others own without proper permission, invading others space as well as causing trouble to others through overt behaviors including modeling aggressive action such as shooting, stabbing c) Verbal aggression – intentional harm cause to others through words and languages for example threatening, shouting, yelling, quarrelling, teasing or insulting as well as using improper words which is not suitable to be used while being with others d) Relational aggression - intentional harm cause to others by damaging their social relationships or feelings of peers acceptance for example gossiping, keep one off from befriending with another person (excluding a person from being with the same setting) and ignore the person.
There are two major Islamic concepts that are used in this study. They are the concepts of human nature and ‘disease of the heart.’ The Islamic concept of human nature exposed the essences of man consisting of four elements, al-aql (intellect), ar-ruh (spirit), an-nafs (soul) and al-qalb (heart) (Yassien, 2007) . The qalb (heart) is as a spiritual entity and functions as the seat of affection and emotion as well as the centre of intellect and wisdom (Mushtaq, 2006). It is mentioned 130 times in the Al-Quran ( Hamza, 2004). It showed the importance of the heart. The aim of Muslims is basically to have a ‘sound heart.’ According Maulud (cited in Hamza, 2004), a ‘sound heart’ is the heart that is free of deficiencies and spiritual imperfections as well as from any diseases of the heart.
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The second major concept is the Islamic concept of the ‘disease of the heart.’ According to Mushtaq (2006), this phenomenon can have a negative impact on the physical heart and indeed the rest of the body. A healthy spiritual heart will find it easy to resist the whisper of Shaytan. But a weak spiritual heart finds it difficult; so the whisper of the Shaytan is strong and effective in misguiding man. Some of the examples of the diseases of the heart are anger, dishonesty, and jealousy. One of the aims of the present study is to look at the issue of aggression with regards to the Islamic concept of the ‘disease of the heart’. To understand the concept of ‘disease of the heart,’ we should first look at the Islamic concept of the qalb (heart). According to Alparslan (1996), the spiritual heart has a perceptive function. It can hear, understand, and remember. For this reason he used the term ‘inner perceptive faculty’ (page 46) as a synonym for the heart. The Holy Quran mentioned in Surah Al-Hajj (22):46, “Have they not traveled the land so that they have heart to think with, and ears to hear with? It is not the (physical) eyes that are blind, but the heart within the breast.” From this verse, we can see that the spiritual heart is represented as a faculty for reflective thinking. The Quran also points out in Surah Al-‘Araf (7): 179, “We have created many Jinn and Men for Hell. They have hearts that they do not understand with. They have eyes that they do not see with. They have ears that they do not hear with. They are like cattle; nay, rather they are further astray.” From this verse, the Quran stressed the importance of understanding the spiritual heart so that our physical senses are able to function well. Mushtaq (2006) agreed with Alparslan in contending that the heart has a specific function to know and to seek the pleasure of God as mentioned in the verse 28 of Surah Al-Ra’d (13), “Those who believe, and whose hearts find satisfaction in the remembrance of God. For without doubt in the remembrance of God do hearts find satisfaction.” From the above, the Quran stressed the importance of the heart to be spiritually healthy and pure. There are several types of the ‘disease of the heart.’ This research focused on three types, corruption of the heart through the tongue, jealousy and anger (Mushtaq, 2006). It is asserted by the verse in the Alquran in Surah Al-Baqarah (2:10); “In their hearts is a disease.” Mushtaq (2006) mentioned that; the tongue has the greatest potential to be used for good. However, it has also the greatest potential to be vicious through backbiting, misleading talk, hypocrisy, quarrelling and lying. This type of disease is operationally defined as the children spreading rumors among them. In addition, In his book, “The Intelligent Heart, The Pure Heart”, Mushtaq (2006) wrote about jealousy as another the type of ‘disease of the heart’ where a person feels resentment on what another person has and wants it for himself. It is considered to be one of the most mordant of human emotion. Jealousy is one of the most important type of disease since it is one of the major causes of crimes. From historical perspective based on orthodox religious
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scriptures specifically Islamic, Judaism and Christian traditions, we were informed of the first murder in history occurred because of jealousy. Qabil, the son of Adam, murdered his brother Habil, because of his jealousy on God’s acceptance of Habil’s sacrifice. Based on this history, we can see that, people commit crime in order to satisfy their own sense of justice. The final type of ‘disease of the heart’ discussed in this paper is anger. Anger is basically an inner disposition that exists in all humans since birth. Within limits, anger is necessary for selfdefense and survival. However, beyond its natural limits and not controlled, can be destructive. Most of the times, a person who is angry can commit other more serious crimes. An angry person has no control over what he says and may say things that can cause harm to others.
METHODOLOGY In this present study, the population was all preschool children whose ages ranged between 3 to 6 years old. For the purpose of this research, the population of preschool children is based on those attending an Educare Centre whose ages were between 4 and 5. This population has an estimation of 60 children. In this current study, the sample consists of 24 children at the preschool center aged 4 and 5 years old (N: 24). The children were selected based on the objective to study, i.e. to observe aggression during play among preschoolers. Both genders will be observed in order to see differences between male and female in the type of aggression they display during free play. The current study is using a non-probability sampling method, i.e. convenience sampling which the participants are randomly chosen by the teacher based on availability during the observation session. The setting of the study was conducted during free play time (4-6 pm). The observation took place in a class setting during children free activity time and the researchers try to eliminate any possible cause that may lead to biasness in reporting. The researcher created an observational sheet which can record the frequencies of aggression demonstrated by the children during play. The checklist comprised of 3 columns; (1) types of aggression (physical, verbal and relational aggression), (2) gender (male and female), and (3) total (the sum of aggression exercised by both genders along the observation sessions). In this present study, the researcher observed the children based on a self-constructed checklist, the Children Aggressive Behavior Checklist. The aggression shown by children of both gender is recorded precisely and based on the frequency. Every time the children show aggressive behavior either towards their peers or towards objects such as toys, the researcher ticked the checklist in the respective column according to the type of aggression. The researcher also had a short interview with the teacher in order to help the researcher to understand better why the children
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exert aggressive behavior towards their peers. This is useful in order to avoid researcher bias during the sessions.
RESEARCH FINDINGS
The Tables below show the result of the research.
Table 1 TYPE OF AGGRESSION PHYSICAL Kicking
MALES
FEMALES
(Action frequency) -
(Action frequency) -
TOTAL (Action frequency) -
Punching
1
-
1
Hitting
9
5
14
Slapping
-
2
2
Slamming/Throwing toys
8
3
11
Intruding others
4
-
4
Taking others toys without permission Modeling aggressive Action (shooting, killing)
6
1
7
3
-
3
31
11
42
6
2
8
VERBAL Yelling
Shouting
8
3
11
Threatening
-
-
-
Insulting/teasing
2
-
2
Using improper words
4
-
4
20
5
25
RELATIONAL
6
Excluding individuals From playgroups Ignoring individuals
TOTAL (Physical + Verbal + Relational)
2
6
8
-
2
2
2
8
10
53
24
77
The Tables show that the children display aggressive behavior in all three types, physical, verbal and relational. Male children showed a higher incidence of physical aggression than female children. The type of physical aggression highly indicated among the males were hitting, slamming/throwing toys, and taking toys from others without permission. The males also scored high on verbal aggression especially in shouting and yelling. The female children showed higher incidence of relational aggression than did the male children. They scored high on ‘excluding individuals from playing in their group. On the overall, male children showed higher frequency of aggression than the female children. Table 2 showed the relationship between aggression (as depicted in Table 1) and the Islamic concept of diseases of the heart which is supported with evidences from Al-Quran and Hadith.
CONCLUSION
In this preliminary research, it is observed that; there is a relationship between aggression and the ‘disease of the heart’ among preschool children. The researchers are in the opinion that this situation should be controlled by both parents and educators because this type of behavior (aggression) may drive the children to have stable characteristics in his adult personality. This statement is supported by previous studies whereby there are many researchers who found that early childhood behavior established later adult personality. It is necessary to mentioned that, the researchers were careful not to judge the children who showed aggressive behaviors as bad people. However, it is in the researchers’ view that, there is a need to address these behaviors from the very beginning of formative years of children’s development by parents and educators. In addressing the issue, from the researchers’ point of view, it is mostly advisable for both parents and educators to be aware and monitor or control their children aggressive behaviors. Another suggestion for the parents and educators in facing this issue is to follow the teachings of the Prophet Muhammad (s.a.w.). Techniques to reduce anger should be explored. For instance, in order to address anger, one should change his or her environment (i.e. leaving the room), or our positions (from standing to sitting or lying) and we should make wudu’ or drink some water to cool down the fire of anger.
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This is in line with the fact that, In Islamic perspective there is an emphasis for the heart to be pure from any ‘disease of the heart.’
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Table 2 No. 1.
Type of Aggression
f
Physical -
kicking
-
punching
1
-
hitting
14
-
slapping
2
-
slamming / throwing toys
-
invading others
11
-
taking others’ toys without
4
permission -
2.
‘Disease of the Heart’
Description
modeling aggressive action
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(shooting/stabbing)
3
Generally, the children exert their aggression when their needs are not met. An exemplary case is when a child wanted to be ‘in’ a group but then, he was being rejected. This child will start to hit and punch other children. After still being rejected, this child demonstrates the modeling aggressive action like shooting and stabbing when he plays alone.
Verbal -
yelling
8
-
shouting
11
-
threatening
-
insulting/teasing
2
-
using improper words
4
Verbal aggression mostly happened when these children do not agree with the situation.
ANGER - It is a self-defense mechanism which if not properly controlled and resulted to very destructive behaviors.
Hadith: (Abu Dawud) Anger is from shaytan and shaytan has been created from fire. Since water extinguishes fire, therefore, when one of you is overtaken by anger, let him make wudu’. Hadith: (Bukhari) Abu Hurairah r.a. reported that a man came to the Prophet (s.a.w.) and said to him “Advise me!” the prophet (s.a.w.) said “Do not become angry and furious”. The man asked (the same) again and again and the prophet (s.a.w.) said in each case, “Do not become angry and furious”. Al-Qur’an (Ali-‘Imran:159): And by the Mercy of Allah, you (O Muhammad (pbuh) dealt with them gently. And had you been severe and harsh hearted, they would have broken away from about you; so pass over (their faults), and asked (Allah’s) forgiveness for them.
CORRUPTION OF THE HEART THROUGH THE TONGUE The tongue has the greatest potentials to be destructive through quarelling and mocking which
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Qur’an and Hadith evidences
Hadith (Ahmad): The faith of a servant is not put right until his heart is put right, and his heart is not put right until his tongue is put right. Hadith: Abu Hurairah (r.a.) reported that, Ibn al-Abbas said: A person will not greater fury or anger for any part of his body on the Day of Judgment more than what he will feel for his tongue, unless he only used it for
3.
Relational -
excluding individuals from playgroups
-
ignoring individuals
8 2
Generally, this happened when children make allies among themselves and choose who not to befriend with.
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can affect and ruin a person’s heart.
saying and enjoining good.
JEALOUSY / ENVY (HASAD) It is a disease in which a person reasons what another person has and desires it for himself.
Al-Qur’an (Al-Falaq: 5) And from the evil of the envier when he envies. Hadith (Abu Dawud): Prophet Muhammad (s.a.w.) advices: abstain from envy (jealousy). Indeed, envy finishes all the good acts and their rewards as the fire does away with firewood.
References Alparslan Acikgenc (1996). Islamic Science: Towards A Definition. First Published by The International Thought and Civilization (ISTAC) Kuala Lumpur. Kuala Lumpur: National Library of Malaysia. Pg: 45-47 Bandura
A.
(1961).
Bobo
Doll’s
Experiment.
Retrieved
August
25,
2010
from
http://www.wikipedoa.com Eron, Leonard D.; Huesmann, L. Rowell; Lefkowitz, Monroe M.; & Walder, Leopold O. (1972). Does television violence cause aggression? American Psychologist, 27(4), 253-263. Gohar Mushtaq (2006). The Intelligent Heart, The Pure Heart: An Insight into the Heart based on the Qur’an, Sunnah and Modern Science. London:Ta-Ha Publishers Ltd. 40-62. Morris, C. G., & Maisto, A. A. (2005). Psychology an Introduction. (12th Ed). USA: Pearson Prentice Hall.
National Center for Children Exposed to Violence. (2003). Statistics. Retrieved Dec 15,2009 from http://www.nccev.org/resources/statistics.htmt l Santrock J.W. (2010). Child Development (12th Ed.). USA: McGraw Hill
Smith, R. A., & Davis, S. F. (2004). The Psychologist as detective an introduction to conducting research in psychology. (3rd ed). New Jersey: Pearson Prentice Hall.
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