1. Introduction

Child moral education remains a pivotal concern in both global and Islamic contexts, particularly amid the enduring debate over nature versus nurture in shaping morality. The question of whether innate qualities or environmental factors predominantly influence a child's moral development has profound philosophical and practical implications (Cherry, 2022) (Rathus, 2014). This discourse is critical for educators and policymakers striving to cultivate ethical individuals in an era marked by rapid societal changes (Elliott et al., 2018) (Zucca et al., 2023). In Islamic education, revisiting classical perspectives can offer valuable insights into contemporary challenges (Alavi, 2008) (Shuhari et al., 2019). Therefore, examining the works of historical Islamic scholars like Ibn Jazar provides an opportunity to enrich current educational practices (Al-Alawi, 2017)(Boudalia, 2016).

Previous studies have extensively explored child moral education within the Islamic tradition, often focusing on prominent figures such as Al-Ghazali and Ibn Sina (Al-Awamreh, 2016)(Smairi, 2021). These scholars have contributed significantly to understanding the interplay between a child's innate disposition and environmental influences in moral development (Giladi, 1987) (Honeycutt, 2019). Contemporary research also highlights the importance of integrating physical health and moral education, emphasizing a holistic approach to child development (Acharibasam & McVittie, 2023)(Hansson et al., 2020). Moreover, modern psychological theories support the notion that both genetic and environmental factors are crucial in shaping a child's morality (Behnamnia et al., 2020)(Dreamson & Kim, 2022). The integration of health and education is seen as vital for effective moral instruction (Donison & Halsall, 2023)(Speldewinde, 2024).

Ibn Jazar al-Qayrawani, although less discussed, offers a unique perspective by combining medical knowledge with educational theory in his work Siyasatu shibyan wa tadbiruhum (Harju et al., 2020)(Karaarslan Semiz & Temiz, 2021). He advocates for a balanced emphasis on physical health and moral upbringing, arguing that a healthy body facilitates the internalization of moral values (Motta & Ferreira, 2022)(Walshe et al., 2023). This approach aligns with modern findings that physical well-being enhances cognitive and emotional capacities necessary for moral development (Friedman et al., 2024) (Hughes, 2023). Studies in early childhood education support the integration of health, environment, and moral education to foster holistic development (Boileau & O’Donoghue, 2024)(Çetin, 2019). Additionally, interventional programs that combine physical activities with moral instruction have shown positive outcomes in children's ethical behavior (Pikus et al., 2024)(Vander Donk, 2023).

The relevance of Ibn Jazar's holistic approach is further underscored by contemporary challenges in Islamic education, such as globalization and shifting social values (Sharma-Brymer et al., 2018)(Sprague et al., 2020). Modern educators are seeking methods to adapt classical teachings to address issues like moral relativism and the erosion of traditional values (Smith, 2021) (Susilo et al., 2024). Integrating physical health into moral education can provide a more comprehensive framework for addressing these challenges (Puk, 2023). Furthermore, the connection between physical well-being and moral reasoning is supported by recent psychological research (Kavak, 2024) (Lanza et al., 2023). This underscores the potential of revisiting classical texts to find solutions applicable to contemporary contexts (González-Tapia et al., 2022)(Harper & Obee, 2021).

Despite the contributions of Ibn Jazar, there is a noticeable gap in literature concerning his work compared to other Islamic scholars (Mullenbach et al., 2019) (Whitburn et al., 2023). Limited exploration of his integration of medical and educational principles suggests an area ripe for further research (Camasso & Jagannathan, 2018)(Talebpour et al., 2020). Contemporary studies have begun to recognize the importance of holistic approaches in education but often lack historical grounding (Fox-Turnbull, 2024)(Hirota, 2024). By analyzing Ibn Jazar's work, modern educators can gain insights into integrating physical health with moral education effectively (Tarman & Kukurtcu, 2022)(Zhai et al., 2024). This approach can also bridge the gap between classical teachings and modern educational needs (King et al., 2020) (Lou, 2024).

However, previous studies have predominantly focused on either the nature versus nurture debate or the integration of health and education, seldom combining these aspects within an Islamic framework (Green et al., 2022)(Varning Poulsen et al., 2021). The lack of comprehensive analysis on Ibn Jazar's contributions leaves a gap in understanding how his holistic approach can address contemporary educational challenges (Motta & Ferreira, 2022)(Walshe et al., 2023). Additionally, there is limited research on applying classical Islamic educational theories to modern contexts, particularly in integrating physical well-being with moral development (Smith, 2021) (Susilo et al., 2024). This oversight restricts the potential benefits that could be derived from such integration (Boileau & O’Donoghue, 2024)(Donison & Halsall, 2023). Therefore, a thorough examination of Ibn Jazar's work is necessary to fill this scholarly void (Friedman et al., 2024) (Pikus et al., 2024).

This study aims to revisit child moral education through the lens of Ibn Jazar's Siyasatu shibyan wa tadbiruhum, exploring its relevance to contemporary Islamic education. By bridging the classical nature versus nurture debate, the research focuses on how Ibn Jazar integrates physical health with moral development, emphasizing that a child's physical well-being is crucial for effective moral instruction. This holistic approach offers a valuable framework for modern educators seeking to enhance moral education within Islamic contexts. The study's contributions lie in highlighting the applicability of classical Islamic thought to contemporary educational challenges and providing insights into integrating health and morality in child development (González-Tapia et al., 2022)(Harper & Obee, 2021). Ultimately, this research seeks to enrich the discourse on moral education by drawing from historical perspectives to inform present-day practices.

2. Methods

This study employs a qualitative content analysis approach to examine Ibn Jazar's views on early childhood moral education as presented in Siyasatu Shibyan wa Tadbiruhum. Content analysis enables replicable and valid inferences from texts to their contexts (Krippendorff, 2004). The research follows a four-phase design: decontextualization, recontextualization, categorization, and compilation (Bengtsson, 2016). The unit of analysis, Chapter Twenty-Two of Siyasatu Shibyan wa Tadbiruhum, was purposively selected for its focus on moral education. Data were collected through document analysis, involving transcription and tabulation of the text, conducted from April to August 2024. A latent content analysis was applied to uncover hidden meanings and contextual relationships within the text.

To ensure reliability and validity, the study employed triangulation by comparing findings with other relevant literature and consulting with experts in education and Islamic studies. This process minimized interpretive bias and enhanced the credibility of the results. The analysis emphasized the systematic organization and interpretation of textual data to draw insights into Ibn Jazar's perspectives on the moral education of children.

3. Result

3. 1. Ibn Jazar: The Trailblazer of Islamic Medicine

Ibn Jazar, also known as Ahmad bin Ibrahim bin Abi Khalid al-Jazar, was born around 898 CE in Qayrawan, Tunisia. He was a distinguished physician in the Islamic world, renowned for his contributions to medical science, geography, and history. Among his most celebrated works is Zad al-Musafir wa Qut al-Hadir (Provision for the Traveler and Sustenance for the Settled), which discusses illnesses, treatments, and medicines accessible to a broad audience, especially the underprivileged (Kushidayati, 2014)(, 2016). This book highlights his commitment to providing practical medical solutions that could benefit those with limited access to healthcare. His dedication to making medical knowledge widely available made him a highly respected figure in both the academic and public spheres.

Ibn Jazar’s education was shaped by the prominent Jewish physician Ishaq bin Suleiman al-Isra'ili, who also served as a court doctor for the Fatimid dynasty. Under Ishaq’s mentorship, Ibn Jazar developed a profound understanding of medicine and became an expert in diagnosing and treating diseases. Beyond his academic achievements, he was known for his generosity, often providing free medical care and distributing medicines to the public through his assistant, Rashiq. This altruism reflected his belief in the importance of accessible healthcare for all societal groups. He passed away at the age of over 80 around 980 CE, leaving behind a vast intellectual legacy and considerable wealth (Boucherit, 2016) (Kushidayati, 2014).

Ibn Jazar’s influence was not confined to the Islamic world; it extended to Europe through translations of his works into Latin. For example, his Kitab al-Adwiya al-Mufrada was translated by Constantine the African, becoming a foundational text in Western medicine (Boudalia, 2016)(, 2016). This translation allowed his medical knowledge to bridge cultural and geographical boundaries, playing a pivotal role in the development of Western medical practices. The adoption of his ideas in Europe underscores the universality of his contributions and the enduring relevance of his works. His ability to synthesize diverse sources of medical knowledge made him a global figure in the history of medicine.

Among his many works, one particularly notable contribution is Siyasatu al-Shibyan wa Tadbiruhum (The Governance and Management of Children), a comprehensive guide on childcare and education. This book delves into various aspects of raising children, addressing topics such as physical health, nutrition, hygiene, and moral education (Boudalia, 2016). The depth and detail of this work make it a pioneering text in the field of pediatrics, providing insights that were ahead of its time. Ibn Jazar combined medical expertise with a strong emphasis on the ethical and educational aspects of child-rearing. His holistic approach reflected his understanding that health and character development are intertwined.

Ibn Jazar’s guidelines for childcare included specific instructions on hygiene and nutrition for infants, as well as recommendations for fostering good moral character. He emphasized the importance of instilling ethical values and proper behavior from an early age, seeing this as critical for a child’s overall development (Boudalia, 2016). His work offered practical advice for parents and caregivers, aiming to create a balanced environment for physical and moral growth. This perspective demonstrates his forward-thinking approach to integrating healthcare and education. Even centuries later, his ideas remain relevant, offering timeless wisdom on raising healthy and virtuous children.

3.2. Siyasatu Sibyan: A Revolutionary Guide to Childcare and Education

The book Siyasatu Sibyan wa Tadbiruhum is one of the earliest works in pediatrics, providing comprehensive guidance on the care of children. The author, Ibn Jazar, structured the book into twenty-two chapters, each addressing specific aspects of childcare. The first chapter covers neonatal care, including the physical and psychological condition of mothers, daily newborn care such as umbilical cord cutting, salting infants, swaddling, breastfeeding, and maintaining hygiene and health (Jazar, 2009). The second chapter discusses the criteria for wet nurses and caregivers, focusing on their age and character. The third chapter elaborates on the quality and composition of milk provided by wet nurses, setting the foundation for understanding early nutrition. Subsequent chapters address topics such as the impact of diet on milk quality, the causes of milk deficiency, teething care, common childhood illnesses, epilepsy, sleep disorders, eye and ear problems, and digestive issues. Each chapter provides detailed instructions on the treatment and care of specific health challenges children might face.

In writing Siyasatu Sibyan wa Tadbiruhum, Ibn Jazar drew extensively from key ancient sources, including the works of Hippocrates, Galen, and Yahya bin Masawayh (Jazar, 2009). This reliance on foundational texts demonstrates the depth of his research and his commitment to presenting the most accurate and beneficial information. By synthesizing the knowledge of past medical authorities, Ibn Jazar built upon existing medical wisdom, creating a work that amalgamates the best practices of his time. This approach underscores his respect for established knowledge while showcasing his ability to adapt it within an Islamic medical framework.

Ibn Jazar employed a systematic and scientific methodology in his book, distinguishing between treatment and medication when studying diseases. He used precise definitions and descriptions for various illnesses and their symptoms, ensuring clarity and understanding. According to Muhammad al-Habib al-Hila, the book's editor, Ibn Jazar’s writing style is simple and accessible, making complex medical information comprehensible for a broad audience (Jazar, 2009). This methodological approach highlights his dedication to creating a reliable and practical medical reference. His work reflects not only his expertise but also his ability to communicate effectively with practitioners and laypeople alike.

The book Siyasatu Sibyan wa Tadbiruhum represents one of Ibn Jazar's significant contributions to pediatric medicine, encompassing the physical, psychological, and educational well-being of children. The book explicitly provides guidance on caring for children from birth through their formative years, including care for pregnant mothers, newborns, and the treatment of medical conditions common during childhood. It bridges medical and moral education, offering a holistic view of child-rearing that integrates health with character development. This integration highlights Ibn Jazar’s belief in the interplay between physical and moral well-being.

The book is divided into sections that focus on key areas of child development. The first section addresses newborn health management and maternal care, including guidelines on breastfeeding practices and suitable milk for infants. The second section examines common childhood diseases and the recommended treatments and medications. The third section emphasizes the moral education and character formation of children, promoting gentle methods of instilling positive behavior (Boudalia, 2016). With over 57 detailed chapters, the book delves deeply into both physical care and the moral and social development of children. Ibn Jazar integrates his observations of child development with insights from earlier medical thinkers like Galen and Hippocrates, adapting their ideas into the context of Islamic medicine (Boudalia, 2016). This synthesis underscores the timeless value of his work in providing balanced education and health care for children.

3.3. The Wisdom of Ibn Jazar: Lessons for Modern Child Development

The book Siyasatu Sibyan wa Tadbiruhum is a notable work that addresses the education and upbringing of children, focusing particularly on ethics and morality. Chapter 22 of the book specifically emphasizes the importance of education and discipline in early childhood. Ibn Jazar's analysis employs an educational philosophy approach, focusing on character building, morality, and the influence of habits and manners on child development. He highlights that early childhood is a critical period during which children are more receptive to guidance and easier to direct. This notion is encapsulated in his statement:

"لأن الصغير أسلس قيادة وأحسن مواتاة وقبولا"

(Young children are easier to guide and better at accepting instruction) (Jazar, 2009).

From the perspective of educational philosophy, this argument aligns with theories of moral and cognitive development. For instance, Jean Piaget posited that children pass through stages of cognitive development that determine their ability to understand moral concepts. Early exposure to desirable behaviors ensures that these habits become deeply ingrained. Ibn Jazar’s approach reflects a forward-thinking understanding of the importance of molding character and values during the formative years of childhood.

Ibn Jazar also acknowledges the natural variations in children's temperaments, which affect how they respond to education. He observes that some children naturally accept discipline easily, while others resist it. He articulates this observation in the statement:

"نجد من الصبيان من يقبل الأدب قبولا سهلا ونجد منهم من لا يقبل ذلك"

(We find that some children accept discipline easily, while others do not) (Jazar, 2009).

This perspective aligns with humanistic education theories, as advocated by Carl Rogers and Abraham Maslow, which emphasize recognizing and addressing the individual needs and potential of each child. Ibn Jazar’s acknowledgment of individual differences highlights the importance of tailoring educational approaches to suit each child’s unique personality and abilities. This nuanced understanding enriches the broader discourse on effective education and character development.

A significant focus of Chapter 22 is on the cultivation of good habits from an early age. Ibn Jazar underscores the necessity of instilling proper manners in children, emphasizing that these habits play a foundational role in shaping their character. He asserts that habits can reinforce positive traits, as evidenced by his statement:

"العادة طبيعة ثانية"

(Habit is second nature) (Jazar, 2009).

This concept aligns with Islamic educational philosophy, which regards good manners as a cornerstone of learning. Education, in this context, is not solely about imparting knowledge but also about fostering good moral habits. Islamic educational philosophy stresses that instilling good habits in children from a young age integrates these behaviors into their personalities, shaping them into virtuous individuals. Ibn Jazar’s emphasis on habituation reflects a profound understanding of the long-term impact of early moral education.

Ibn Jazar also warns of the negative consequences of neglecting education and discipline in children. He argues that children who are not habituated to good manners and discipline are more likely to follow their inherent negative tendencies. He stresses the importance of addressing these tendencies early, stating:

"إن الصواب أن يؤدب الصحي، فإن كانت طبيعته طبيعة من ليس بأديب ولا لبيب فهذا بين للمعترض طريق الصواب"

(It is correct to educate the child because if their nature is that of one who is neither polite nor wise, education shows the path to correct errors) (Jazar, 2009).

From the perspective of educational philosophy, this highlights the necessity of early intervention in character education. Without such intervention, children may be shaped by negative influences from their environment or innate dispositions, making these traits harder to change as they grow older. Philosophers like Al-Farabi and Ibn Miskawayh have similarly emphasized the role of education and manners in guiding individuals toward virtue and happiness.

Chapter 22 of Siyasatu Sibyan provides a foundational perspective on the importance of teaching manners and discipline from an early age. It emphasizes the role of habits and morals in shaping a child’s character while accounting for individual differences in receptiveness to education. Ibn Jazar’s approach underscores that education is not merely the transfer of knowledge but also the cultivation of morality and good behavior. His insights remain relevant, offering timeless wisdom for raising well-rounded, virtuous individuals.

4. Discussion

Our study revisited child moral education through the lens of Ibn Jazar's Siyasatu Shibyan wa Tadbiruhum, aiming to explore its relevance to contemporary Islamic education. This investigation is significant given the ongoing nature versus nurture debate in moral education (Ahmed Zaky, 2015)(Honeycutt, 2019)(Rathus, 2014). Previous literature emphasizes the importance of early moral and character development in children (Al-Attas, 1979)(Alavi, 2008)(Brifkani, 2021). However, there is a gap in integrating classical Islamic perspectives with modern educational practices (Boyle, 2006) (Halstead, 2004) (Mullenbach et al., 2019). By examining Ibn Jazar's holistic approach, which integrates physical health with moral development, we sought to bridge this gap and provide insights for contemporary education.

Our findings revealed that Ibn Jazar was not only a trailblazer in Islamic medicine but also a pioneer in child moral education. He emphasized that healthy children are better prepared for moral instruction, underscoring the interplay between physical well-being and character development (Boudalia, 2016) (Giladi, 1987) (Kushidayati, 2014). His work, Siyasatu Shibyan wa Tadbiruhum, provides comprehensive guidance on childcare, addressing physical health, nutrition, hygiene, and moral education (Al-Alawi, 2017)(Boudalia, 2016)(Jazar, 2009). Notably, his systematic and scientific methodology distinguished between treatment and medication when studying diseases, ensuring clarity and understanding (Boucherit, 2016)(Jazar, 2009)(, 2016). This approach highlights his dedication to creating a reliable and practical medical reference.

Furthermore, Chapter 22 of Siyasatu Shibyan wa Tadbiruhum specifically emphasizes the importance of education and discipline in early childhood. Ibn Jazar argued that early childhood is a critical period during which children are more receptive to guidance and easier to direct (Al-Attas, 1979)(Brifkani, 2021)(Jazar, 2009). He acknowledged the natural variations in children's temperaments, which affect how they respond to education (Cherry, 2022)(Jazar, 2009)(Mcleod, 2023). His assertion that "habit is second nature" underscores the necessity of instilling proper manners in children, emphasizing that these habits play a foundational role in shaping their character (Alavi, 2008)(Halstead, 2004)(Jazar, 2009). This perspective aligns with modern educational philosophies that stress the importance of early moral education (Honeycutt, 2019) (Mcleod, 2023) (Rathus, 2014).

Our analysis also revealed that Ibn Jazar warned of the negative consequences of neglecting education and discipline in children. He argued that without proper guidance, children may follow their inherent negative tendencies, making undesirable traits harder to change as they grow older (Alavi, 2008)(Halstead, 2004)(Jazar, 2009). His holistic approach bridged medical and moral education, offering a view of child-rearing that integrates health with character development (Al-Attas, 1979)(Boudalia, 2016)(Giladi, 1987). This integration highlights his belief in the interplay between physical and moral well-being, a concept that remains relevant in contemporary discussions on child development (Collado et al., 2020) (King et al., 2024) (Lanza et al., 2023).

When comparing our findings with previous studies, it becomes evident that Ibn Jazar's emphasis on early moral education aligns with the theories of moral and cognitive development proposed by Jean Piaget (Cherry, 2022)(Mcleod, 2023)(Tarman & Kukurtcu, 2022). Both acknowledge the critical stages in a child's development where they are most receptive to moral concepts (Behnamnia et al., 2020) (Cherry, 2022) (Kavak, 2024). Additionally, his recognition of individual differences parallels the humanistic education theories of Carl Rogers and Abraham Maslow, which emphasize addressing the unique needs of each child (Çetin, 2019)(Honeycutt, 2019)(Rathus, 2014). This alignment suggests that Ibn Jazar's work is not only historically significant but also resonates with modern educational philosophies (Harper & Obee, 2021)(Motta & Ferreira, 2022)(Pikus et al., 2024).

Moreover, the holistic approach of integrating physical health with moral education in Ibn Jazar's work finds support in contemporary research emphasizing the importance of health in learning (Donison & Halsall, 2023)(King et al., 2024)(Lanza et al., 2023). Studies have shown that physical well-being significantly affects children's social-emotional learning skills, including self-awareness and self-management (Collado et al., 2020) (Lanza et al., 2023) (Zucca et al., 2023). This correlation underlines the timeless relevance of Ibn Jazar's perspective on the interconnectedness of physical and moral development (Harju et al., 2020) (Smith, 2021) (Sprague et al., 2020). However, unlike some modern approaches that may treat health and moral education as separate domains, Ibn Jazar's work demonstrates an integrated methodology that could inform current educational practices (Camasso & Jagannathan, 2018)(Elliott et al., 2018)(Walshe et al., 2023).

The significance of these findings lies in highlighting the enduring value of classical Islamic educational philosophies in addressing contemporary educational challenges. Ibn Jazar's holistic approach offers a framework that bridges the dichotomy between nature and nurture by emphasizing the interplay of inherent dispositions and environmental influences (Ahmed Zaky, 2015)(Halstead, 2004)(Hirota, 2024). His insistence on early intervention and tailored educational approaches underscores the necessity of personalized education, a concept gaining traction in modern pedagogy (Bravo et al., 2022)(Çetin, 2019)(Fox-Turnbull, 2024). However, while interpreting these findings, one must exercise caution not to anachronistically impose modern interpretations on classical texts, acknowledging the historical and cultural contexts in which they were produced (González-Tapia et al., 2022)(Varning Poulsen et al., 2021)(Walshe et al., 2023).

The implications of this study suggest that incorporating Ibn Jazar's holistic and integrated approach could enhance contemporary Islamic education by fostering balanced development in children. His emphasis on the interdependence of physical health and moral education provides valuable insights for developing curricula that address both aspects simultaneously (Harju et al., 2020)(Lanza et al., 2023)(Vander Donk, 2023). Implementing such an approach could bridge gaps in current educational practices that often compartmentalize physical well-being and moral instruction (Elliott et al., 2018) (Smith, 2021) (Sprague et al., 2020). Ultimately, revisiting classical perspectives like those of Ibn Jazar may contribute to more effective educational strategies that promote comprehensive child development in today's globalized context (King et al., 2024) (Mullenbach et al., 2019) (Susilo et al., 2024).

5. Conclusion

This study explored child moral education through Ibn Jazar's Siyasatu Shibyan wa Tadbiruhum, focusing on his integration of physical health with moral development to bridge the classical nature versus nurture debate. The findings highlight Ibn Jazar’s holistic approach, which emphasizes that a child’s physical well-being is essential for effective moral instruction and that early childhood is a critical period for instilling proper manners and values. His acknowledgment of individual differences and tailored educational strategies remains relevant to contemporary Islamic education. Incorporating his integrated approach could enhance curricula by addressing physical and moral development simultaneously, bridging gaps in current practices. However, the study's reliance on a single historical text limits its generalizability, necessitating further exploration of other classical works and empirical studies to evaluate the practical application of Ibn Jazar’s methods in modern contexts, thereby contributing to more comprehensive educational strategies.

References

1. Acharibasam J.B., McVittie J.. Connecting children to nature through the integration of Indigenous Ecological Knowledge into Early Childhood Environmental Education. Australian Journal of Environmental Education. 2023; 39(3):349-361. DOI
2. Ahmed Zaky E.. Nature, nurture, and human behavior; an endless debate. Journal of Child and Adolescent Behaviour. 2015; 03(06)DOI
3. Al-Alawi A.bin N.. Matba’a Anfo Ibrant. 2017.
4. Al-Attas S.M.A.-N.. Hodder and Stoughton; 1979.
5. Alavi H.R.. Nearness to god: a perspective on islamic education. Religious Education. 2008; 103(1):5-21. DOI
6. Al-Awamreh M.H.. Al-Imam al-ghazali’s view of moral education: its purposes and pillars. US-China Education Review B. 2016; 6(5)DOI
7. Behnamnia N., Kamsin A., Ismail M.A.B.. The landscape of research on the use of digital game-based learning apps to nurture creativity among young children: A review. Thinking Skills and Creativity. 2020; 37DOI
8. Bengtsson M.. How to plan and perform a qualitative study using content analysis. NursingPlus Open. 2016; 2:8-14. DOI
9. Boileau E., O’Donoghue L.. Learning to embrace outdoor pedagogy: Early childhood education student experiences of a nature-focused practicum. Journal of Outdoor and Environmental Education. 2024. DOI
10. Boucherit M.. Ibnu al-Jazar Al-Qoiruwani wa Ishamaatuhu al-’ilmiyah. Majalatu ’Ushur al-Jadidah. 2016; 6(23):16-31.
11. Boudalia T.. Al-’Inayatu bi al-Thifli ’Inda Ibnu Al-Jazar Al-Qoiruwani min al-hilal Kitabuhu Siyasatu Shibyan wa Tadbiruhum. Majalatu ’Ushur al-Jadidah. 2016; 6(23):42-56.
12. Boyle H.N.. Memorization and Learning in Islamic Schools. Comparative Education Review. 2006; 50(3):478-495. DOI
13. Bravo E., Costillo E., Bravo J.L., Mellado V., Conde M.D.C.. Analysis of prospective early childhood education teachers’ proposals of nature field trips: An educational experience to bring nature close during this stage. Science Education. 2022; 106(1):172-198. DOI
14. Brifkani I.. Whole Child Education in the Context of Islamic Schools in the United States: Principals’ Perspectives. Religious Education. 2021; 116(2):116-128. DOI
15. Camasso M.J., Jagannathan R.. Nurture thru Nature: Creating natural science identities in populations of disadvantaged children through community education partnership. Journal of Environmental Education. 2018; 49(1):30-42. DOI
16. Çetin Ş.Ü.. Pre-service early childhood educators’ perceptions of nature and its integration to teaching practices. Universal Journal of Educational Research. 2019; 7(4):942-953. DOI
17. Cherry K.. The Nature vs. nurture debate: genetic and environmental influences and how they interact. 2022. Publisher Full Text
18. Collado S., Rosa C.D., Corraliza J.A.. The effect of a nature-based environmental education program on children’s environmental attitudes and behaviors: A randomized experiment with primary schools. Sustainability (Switzerland. 2020; 12(17)DOI
19. Donison L., Halsall T.. I’d rather learn outside because nature can teach you so many more things than being inside’: Outdoor learning experiences of young children and educators. Journal of Childhood, Education and Society. 2023; 4(3):373-390. DOI
20. Dreamson N., Kim S.. Human–nature relationships in early childhood education for sustainability: Metaphysical analysis and reshaping. Australasian Journal of Early Childhood. 2022; 47(2):121-134. DOI
21. Elliott S., Rizk N., Taylor S., Kennelly J., McKenzie M.. When are we going again?’ Investigating children’s responses to a new nature playspace at an environmental education centre. Curriculum Perspectives. 2018; 38(2):157-162. DOI
22. Fox-Turnbull W.. Exploring the nature and role of student-to-student talk and questioning among young children in technology and design education. International Journal of Technology and Design Education. 2024; 34(3):957-978. DOI
23. Friedman S., Morrison A., S.Shibata A.. Practitioner perspectives on nature-based learning for autistic children. Journal of Environmental Education. 2024. DOI
24. Giladi A.. Islamic Educational Theories in the Middle Ages: Some Methodological Notes with Special Reference to al-Ghazali. Bulletin (British Society for Middle Eastern Studies. 1987; 14(1):3-10.
25. González-Tapia G., Lazzaro-Salazar M., Mundaca E.A.. A (Geo-)Narrative Analysis of Children’s Perceptions of Wellbeing in Relation to Nature as the Basis for Educational Intervention Planning. SAGE Open. 2022; 12(2)DOI
26. Green N.C., Christopher V., Turner M.. A Content Analysis of Documentation of Nature Play in Early Childhood Teacher Education Programs in Australia. Australian Journal of Teacher Education. 2022; 47(5):15-32. DOI
27. Halstead M.. An Islamic concept of education. Comparative Education. 2004; 40(4):517-529. Publisher Full Text
28. Hansson L., Leden L., Thulin S.. Book talks as an approach to nature of science teaching in early childhood education. International Journal of Science Education. 2020; 42(12):2095-2111. DOI
29. Harju A., Balldin J., Ekman Ladru D., Gustafson K.. Children’s education in ‘good’ nature: Perceptions of activities in nature spaces in mobile preschools. Global Studies of Childhood. 2020; 11(3):242-251. DOI
30. Harper N.J., Obee P.. Articulating outdoor risky play in early childhood education: Voices of forest and nature school practitioners. Journal of Adventure Education and Outdoor Learning. 2021; 21(2):184-194. DOI
31. Hirota Y.. The Concept of nature underlying early childhood education and care from pre-modern to contemporary japan, via sozo kurahashi and kitaro nishida. History of Education. 2024; 53(3):477-496. DOI
32. Honeycutt H.. Oxford Research Encyclopedia of Psychology. 2019. DOI
33. Hughes F.. Early Childhood Educators’ Professional Learning for Sustainability Through Action Research in Australian Immersive Nature Play Programmes. Educational Research for Social Change. 2023; 12(1):69-83. DOI
34. Jazar Ibn. Matba’a Sujim. 2009.
35. Karaarslan Semiz G., Temiz Z.. Turkish pre-service early childhood education teachers’ perceptions and practices of nature-based teaching on professional experience. Australian Journal of Environmental Education. 2021; 37(3):187-207. DOI
36. Kavak Ş.. Exploring Nature-Based Education: The Impact on Preschool Children’s Scientific Process Skills and Creativity. Pakistan Journal of Life and Social Sciences. 2024; 22(2):9411-9417. DOI
37. King H., Beazley H., Barclay L., Miller A.. Re-imagining child-nature relationships in ecotourism: Children’s conservation awareness through nature play and nature-based learning. Children’s Geographies. 2024; 22(4):497-512. DOI
38. King H., García-Rosell J.-C., Noakes S.. Promoting children-nature relations through play-based learning in ecotourism sites. Journal of Teaching in Travel and Tourism. 2020; 20(3):190-201. DOI
39. Krippendorff K.. Content Analysis: An Introduction to Its Methodology. SAGE Publications. 2004; 31(6):3460-3468.
40. Kushidayati L.. Ibn Al-Jazzar on Fevers A Critical Edition of Zad Al-Musafir wa-Qut Al-Hadir by Gerrit Bos. 2014; 2(2)
41. Lanza K., Alcazar M., Chen B., Kohl H.W.. Connection to nature is associated with social-emotional learning of children. Current Research in Ecological and Social Psychology. 2023; 4DOI
42. Lou J.. Shifting Narratives of Suzhi (Quality) and Suzhi Education: What Migrant and Rural Children in China Tell Us About the Changing Nature of Chinese Education. Chinese Education and Society. 2024; 57(1–2):15-29. DOI
43. Mcleod S.. Nurture Debate In Psychology. 2023. Publisher Full Text
44. Motta R., Ferreira M.. The children-nature interrelationship in outdoor early childhood education: When children and bamboo co-construct a ‘secret hideaway. Journal of Adventure Education and Outdoor Learning. 2022; 22(4):385-402. DOI
45. Mullenbach L.E., Andrejewski R.G., Mowen A.J.. Connecting children to nature through residential outdoor environmental education. Environmental Education Research. 2019; 25(3):365-374. DOI
46. Pikus A.E., Etchison H.M., Gerde H.K., Bingham G.E.. Nature for all: utilizing the universal design framework to incorporate nature-based learning within an early childhood inclusive classroom. Teaching Exceptional Children. 2024. DOI
47. Puk T.. Nurturing embodied experience: Risk-tolerant parental attitudes towards nature-based children’s learning. Education. 2023; 51(2):200-211. DOI
48. Qiraah fi ma’alim Tarjamah al-tabib al-muarrih Ibn Jazzar al-qoirumany al-Masdariyah. Majallah ’Ushur al-Jadid. 2016; 6(23):32-41.
49. Rathus S.A.. Wadsworth Cengage Learning; 2014.
50. Robinson J.M., Barrable A.. Optimising Early Childhood Educational Settings for Health Using Nature-Based Solutions: The Microbiome Aspect. Education Sciences. 2023; 13(2)DOI
51. Sharma-Brymer V., Davids K., Brymer E., Bland D.. Affordances in nature: Australian primary school children identify learning opportunities. Curriculum Perspectives. 2018; 38(2):175-180. DOI
52. Shuhari M.H., Hamat M.F., al-Shafi’i M.M.O., Jusoh W.H.W., Zin S.A.M., Wahab M.R.. The Concept of Integrity for Muslim’s Character Based on Al-Ghazali’s Ethical Perspective. AB Academies Journal. 2019; 22(1)Publisher Full Text
53. Smairi H.. Qiraah fi al-Fiqri al-Tarbawi bi Ifriqiyah, Min Khilal al-Nushush al-Turatsiyah li Ibn Sahnun wa al-Qabasi wa Ibn Jazar. Majallah Naqdi Wa Tanwir. 2021; 8:76-95.
54. Smith T.D.. Music Education for Surviving and Thriving: Cultivating Children’s Wonder, Senses, Emotional Wellbeing, and Wild Nature as a Means to Discover and Fulfill Their Life’s Purpose. Frontiers in Education. 2021; 6DOI
55. Speldewinde C.. Don’t Pick, Don’t Lick’: Connecting Young Children’s Risky Play in Nature to Science Education in Australian Bush Kinders. Early Childhood Education Journal. 2024. DOI
56. Sprague N., Berrigan D., Ekenga C.C.. An analysis of the educational and health-related benefits of nature-based environmental education in low-income black and hispanic children. Health Equity. 2020; 4(1):198-210. DOI
57. Susilo A., Satinem Y., Dwinanda K.. The potential of Batu Urip cultural heritage site for nature-based physical activities and learning assisted by digital media for children. Retos. 2024; 61:528-535. DOI
58. Talebpour L.M., Busk P.L., Heimlich J.E., Ardoin N.M.. Children’s connection to nature as fostered through residential environmental education programs: Key variables explored through surveys and field journals. Environmental Education Research. 2020; 26(1):95-114. DOI
59. Tarman I., Kukurtcu S.K.. The Perceptions of the Children Attending the Preschool Education about Nature and Nature Pollution. International Electronic Journal of Elementary Education. 2022; 15(1):53-64. DOI
60. Vander Donk K.. Nature play with children under three: A case study of educator risk-taking. Journal of Outdoor and Environmental Education. 2023; 26(3):447-462. DOI
61. Varning Poulsen D., Lygum V.L., Djernis H.G., Stigsdotter U.K.. Nature is just around us! Development of an educational program for implementation of nature-based activities at a crisis shelter for women and children exposed to domestic violence. Journal of Social Work Practice. 2021; 35(2):159-175. DOI
62. Walshe N., Bungay H., Dadswell A.. Sustainable outdoor education: organisations connecting children and young people with nature through the arts. Sustainability (Switzerland. 2023; 15(5)DOI
63. Whitburn J., Abrahamse W., Linklater W.. Do environmental education fieldtrips strengthen children’s connection to nature and promote environmental behaviour or wellbeing?. Current Research in Ecological and Social Psychology. 2023; 5DOI
64. Zhai J., Blom S.M., Dillon J., Wu S., Yan X.. Early childhood immersion in nature: Chinese kindergarten educators’ perspectives on nature play. Environmental Education Research. 2024;1-20. DOI
65. Zucca C., McCrorie P., Johnstone A., Chambers S., Chng N.R., Traynor O., Martin A.. Outdoor nature-based play in early learning and childcare centres: Identifying the determinants of implementation using causal loop diagrams and social network analysis. Health and Place. 2023; 79DOI