Abstract:

Brain development in early childhood is of critical importance in the lifelong education process due to the high number of neurons and the high potential to form interneuron connections. The human brain, which has never been so active and productive in any period of life, makes it meaningful and necessary to benefit from this natural equipment with an educational view. In the early childhood period, when the foundations of religious education are laid, it is necessary to prepare the education program by taking into account the child’s neural development and selecting teaching materials and methods that will appeal to children’s senses. In this case, attention is drawn to the importance of educational activities that enable the child to gain a large number of experiences. Early childhood religious education is designed in a way that gives the child multiple experiences in line with the data of educational sciences. It is believed that the richness of stimuli offered to the child in this period contributes to her/his cognitive, emotional and psychomotor development. However, the contribution of the richness of stimuli in early childhood religious education to the cognitive development of the child is not sufficiently discussed in terms of its suitability for brain development or neural structure. For this reason, the aim of our study is to establish the neuroscientific basis of the richness of stimuli that should be presented in accordance with the child's brain development in early childhood religious education.

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