Next Article in Journal
From Divine Illumination to the Clearing of Being: Heidegger’s Ontological Turn in the Grounding of Truth Beyond Aquinas
Previous Article in Journal
Editorial for the Special Issue “Religious Changes and Challenges in the Wake of Increasing Global Migration”
 
 
Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
Journals
Religions
Volume 17
Issue 5
10.3390/rel17050505
religions-logo
Submit to this Journal Review for this Journal Propose a Special Issue
► Article Menu

Article Menu

share Share announcement Help format_quote Cite question_answer Discuss in SciProfiles
first_page
settings
Order Article Reprints
Font Type:
Arial Georgia Verdana
Font Size:
Aa Aa Aa
Line Spacing:
Column Width:
Background:
Article

Evaluation of Material Use in Early Childhood Religious Education, Türkiye: Qur’an Courses for 4–6-Year-Old Students

by
Ramazan Erten
* and
Veysel Karani Altun
Department of Religious Education, Fırat University, Elazığ 23000, Türkiye
*
Author to whom correspondence should be addressed.
Religions 2026, 17(5), 505; https://doi.org/10.3390/rel17050505
Submission received: 10 March 2026 / Revised: 2 April 2026 / Accepted: 9 April 2026 / Published: 22 April 2026
(This article belongs to the Special Issue The Challenges and Future of Religious Education)
Review Reports Versions Notes

Abstract

Early childhood is a critical period in which religious and moral foundations are established, and the materials used in this process directly influence the quality of learning. In Türkiye, institutional religious education for early childhood is provided through Qur’an courses for children aged 4–6 years, affiliated with the Presidency of Religious Affairs. This study examines the attitudes of instructors working in these courses toward material use and the types of materials preferred in the educational process. Designed within a quantitative research approach using a survey model, the study aimed to collect data from instructors working in Qur’an courses for 4–6-year-old children during the 2023–2024 academic year in Türkiye. Based on voluntary participation, 363 instructors took part in the study. Data were collected through the Material Use Questionnaire and the Attitude Scale Toward Material Use in the Classroom Environment questionnaire and analyzed using SPSS 22.0. Due to the non-normal distribution of the data, the Kruskal–Wallis H test and the Mann–Whitney U test were applied. The findings show that instructors have positive attitudes toward the use of instructional materials and that printed and auditory materials are the most frequently used in the educational process.

1. Introduction

Early childhood, also referred to as the preschool period, is a developmental stage during which individuals experience significant growth, not only in the cognitive, affective, and psychomotor domains, but also in social and moral areas (Piaget 1964; Erikson 1963). Research indicates that the attitudes and behaviors acquired during early childhood have lasting effects on an individual’s personality development and level of social adjustment in later life (Kohlberg 1984; Berk 2013). This period, in which children are expected to internalize fundamental human values such as empathy, responsibility, sharing, and justice, is therefore regarded as particularly important by pedagogues (Halstead 1996; Lickona 1991).
Children are still developing abstract thinking skills at the ages of 4–6 years, which is also known as the “golden age” of learning (Farisia 2020); therefore, supporting early childhood education with concrete experiences, play-based activities, storytelling, drama, and the use of visual and auditory materials is considered pedagogically indispensable (Vygotsky 1978).
From a pedagogical perspective, the use of instructional materials is accepted as a fundamental element that concretizes learning, enhances attention and motivation during the learning process, and supports permanent learning by appealing to multiple senses (Dale 1969). Materials are particularly effective in enabling children to perceive religious concepts in a concrete, intuitive, and sensory-based manner (Goldman 1964).
In the context of early childhood religious education, the use of materials is not limited to cognitive gains alone. It is also emphasized that materials contribute to the development of positive attitudes toward the lesson, facilitate children’s perception of religious concepts through love-oriented rather than fear-based approaches, and encourage their willing participation in the learning process (Ratcliff 2008). Accordingly, instructional approaches that lack material use have been observed to be insufficient in sustaining children’s attention and fostering positive attitudes toward learning. At this stage, children tend to make sense of religious concepts not through abstract reasoning but through stories, symbols, role modeling, and emotional bonds; their learning processes largely take place through visual materials, narratives, drama, play, and concrete activities (Fowler 1981).
It is emphasized that the materials used in the learning environment constitute one of the fundamental variables determining the quality of the instructional process (Bandura 1997). Educators who hold positive attitudes toward material use are reported to design learning environments that meet children’s expectations and to adopt innovations more easily in this regard (Rogers 2003).
Nevertheless, it is well known that there are differences in practice within the preschool education process. Particularly with respect to material use, educators are observed to display varying attitudes. While some regard material use as an indispensable and complementary component of education, others perceive it as a factor that complicates the pedagogical process due to reasons such as time consumption, cost, and implementation difficulties (Kuzgun and Özdinç 2017; Bala 2022). These differing attitudes among practitioners may lead to the same curriculum producing different outcomes across classrooms. For children in this age group, materials function as tools through which they make sense of life itself (Kavak and Coşkun 2017). In this context, the pedagogical and meaning-making function of materials in early childhood appears to be closely related to educators’ attitudes, raising questions about how preschool religious and values education is implemented at the institutional level and by whom.
In Türkiye, the primary institution providing preschool religious and values education is Qur’an courses for children aged 4–6 years, affiliated with the Presidency of Religious Affairs. Although preschool religious and values education programs have become increasingly widespread, differences in material use practices are observed in implementation. One reason for these differences may be that materials-related practices in these institutions are largely left to the initiative of individual instructors (Ağırakça 2024). However, several studies have revealed that instructors do not consider themselves sufficiently competent in materials use (Karasu 2019). This situation necessitates a systematic examination of the problems encountered in practice and instructors’ approaches to material use.
Considering that material use, especially in the preschool period, is widely acknowledged as one of the key factors directly affecting the quality of education, identifying the attitudes of instructors who use these materials is a research-worthy issue. Accordingly, the main research question of this study is formulated as follows: What are the attitudes of instructors working in Qur’an courses of 4–6-year-old children toward material use, and which materials do they prefer more intensively in the educational process?
Given that educational materials used in the preschool period support children’s motor skills as well as contributing to the development of higher-order cognitive skills such as critical thinking and creativity, conducting this study emerges as both a pedagogical necessity and an endeavor with the potential to make a meaningful scientific contribution to the field. It is frequently stated that the diversity of materials used in the educational process is one of the most important factors in determining the quality of instruction (Isom et al. 2021). In this respect, the present study is considered significant in that it demonstrates how the diversity of materials used in the preschool period enriches children’s learning processes, enhances the permanence of learning, and contributes to the delivery of education in a more effective, qualified, and sound manner.

2. Literature Review

A review of the literature on material use in the preschool education process indicates that visual and auditory materials are effective in supporting character and moral development (Berkowitz and Bier 2005; Narvaez and Lapsley 2008). It is emphasized that the use of materials in the instructional process is influenced by educators’ attitudes, and accordingly, educators with positive attitudes toward material use employ materials in more creative and functional ways (Ertmer 2005; Smaldino et al. 2014). While educational practices have positive effects on preschool children’s learning outcomes, it is recommended that educators keep up with current developments and adapt to innovations in material use within preschool education. In the development of religious and moral values among children aged 4–6, particular emphasis is placed on educators’ professional competence in using instructional materials and the importance of collaboration with curriculum developers (Ramona and Cholimah 2025).
In Türkiye, one of the most significant problems encountered in the implementation of educational programs is the non-use or improper use of instructional materials (Akça 2007; Akkaya and Kurtuluş 2008; Duru and Korkmaz 2010; Kalender 2006; Meşin 2008; Peker and Halat 2008; Sağlık 2007; Şahin 2010). Therefore, the effective implementation of educational programs in institutions is directly related to appropriate material use. In classroom practices, the importance of employing diverse instructional methods and carefully selecting teaching tools that can support the successful implementation of religious education is strongly emphasized.
It is observed that no direct study has been conducted in Türkiye on the attitudes of Qur’an course instructors toward material use, and that research focusing on the materials used in these courses is limited. In the study by Fıçıcı and Ay (2025), both the officially prepared materials for these courses and the supplementary materials developed by course instructors were examined from various perspectives. H. S. Yavuz (2024) analyzed the materials designated by the Presidency of Religious Affairs (PRA) for use in Qur’an courses for 4–6-year-old students. Zırh (2023) investigated the developmental appropriateness of the stories included in the materials prescribed by the PRA for 4–6-year-old children’s courses. Ateşmen (2022) examined instructor guidebooks and various supplementary materials used in these courses in terms of language, style, and related features. Taş (2023) analyzed the alignment of the values education set—consisting of stories and activities provided as instructional materials by the PRA—with the curriculum, taking children’s developmental stages into account. Similarly, several other studies have examined the materials used in Qur’an courses for 4–6-year-old children from different perspectives (Bulut and Sarı 2021; Emin 2024; Yalçınkaya and Çinemre 2024).
An examination of the curriculum and instructor guidebooks for Qur’an courses for 4–6-year-old children in terms of material use reveals that the materials employed are predominantly written and visual, and the use of auditory materials is recommended alongside them (DİB 2025). An analysis of the materials available in the system of the PRA General Directorate of Educational Services shows that digital materials specifically designed for the preschool period have not been developed yet. Although various digital contents are used by course instructors as supplementary materials during this period, the absence of structured digital content within the official curricula can be considered a factor that negatively affects educational quality (Erten and Karateke 2024).
Unlike existing studies in the literature, the present study aims to identify the attitudes of instructors working in Qur’an courses for 4–6 year old children toward material use and to determine the types of materials most commonly employed in the educational process.

3. Religious Education in Early Childhood

Early childhood is a critical developmental stage in which the foundations of an individual’s personality and value system are established. During this period, children begin to recognize, interpret, and make sense of the world through their interactions with their environment, gradually developing a unique perspective. From a developmental standpoint, early childhood is not limited to cognitive and emotional domains; rather, it encompasses a period in which religious and moral development is shaped rapidly and intensively. In this stage, children encounter fundamental moral concepts such as good and evil, right and wrong, love, compassion, and responsibility, and begin to develop their initial sensitivities toward religiously oriented attitudes and behaviors. From the perspective of religious education, early childhood is regarded as a vital period in which religious sensitivities begin to form, the first seeds of basic belief conceptions emerge, and initial examples of religious experience appear. During this process, children do not comprehend religious concepts at an abstract level; instead, they make sense of them primarily through concrete experiences, observation, modeling, and practices encountered in daily life. Religious attitudes and behaviors observed within the family, the immediate social environment, and educational institutions constitute the basic framework of children’s perceptions of religion. Therefore, religious education provided during early childhood stands out as an important educational field that shapes children’s future religious attitudes and behaviors, lays the foundations of their religious personality, and determines the direction of their lifelong religious development (Köylü and Oruç 2020).
Religious development cannot be considered independently of a child’s general developmental characteristics. There is a strong interaction between children’s cognitive, emotional, and social development and their religious development. For this reason, religious experiences acquired during early childhood should not be approached merely as the transmission of information at a cognitive level; rather, it should be seen as a holistic experiential domain that affects all areas of development. Early contact with religious topics forms the basis of religious perceptions and attitudes in later years (Santi 2015). Therefore, integrating religious and moral teachings into early education is regarded as a fundamental strategy in learning environments (Ramona and Cholimah 2025). In this context, early childhood is accepted as a “critical period” for religious development. Studies indicate that religious life in adulthood is largely built upon religious experiences acquired during childhood (Goldman 1965; K. Yavuz 1994). Religious experiences gained in early childhood serve a preparatory function for subsequent developmental stages in both moral and religious terms (Khanam 2008). This period represents a process in which children observe, imitate, and begin to internalize religious behaviors. Thus, early childhood is characterized as a preparatory stage in which the foundations of mature religiosity in adulthood are established. The morals- and value-based principles acquired during this period come to replace the gradually diminishing authority of parents and the environment in the later stages of life (Clark 1958).
This stage, which Cavalletti refers to as “metaphysical childhood” within her adaptation of the Montessori approach to religious development (Cavalletti 2020), is also one of the periods in which religious curiosity is most intense. From around the age of four, children exhibit a strong tendency to question religious matters, attempting to make sense of the religious world through exploration, experimentation, questioning, and play (Torrance and Torrance 1988). During this process, children engage in active efforts until they reach answers that satisfy them, interpreting religious concepts according to their own cognitive level. This theoretical framework necessitates an examination of religious development in early childhood not only at the individual level but also at the social and institutional levels, making it important to reveal the pedagogical approaches underlying early childhood religious education practices in different countries.
Although religious education practices for early childhood vary across countries depending on historical, cultural, and educational policies, they commonly rely on a pedagogical understanding that centers on children’s developmental characteristics. Particularly in European countries, early childhood religious education is approached not as dogmatic instruction but as a field that supports children’s moral, spiritual, and social development. For example, in England, preschool religious education aims to help children develop respect for different beliefs, become familiar with basic religious concepts, and acquire social adaptation skills through values education (Kaymakcan 2023). In this process, religious narratives are presented through storytelling, drama, and play-based activities, and children are encouraged to ask questions and express their thoughts (Bråten 2020).
The existence and implementation methods of religious education in the preschool period are also among the most debated issues worldwide. Accordingly, different countries exhibit diverse models of practice. In Finland, preschool religious education—offered for one year—is left to parental choice and is provided both in basic education institutions and in independent preschool institutions (Bahçekapılı 2024). In Germany, preschool religious education is conducted entirely by private organizations, many of which receive funding from the German state and offer instruction related to different religions (Cihandide 2014). In the United States, preschool religious education is largely left to the initiative of individual states, with religious instruction commonly provided within churches or private schools (Cihandide 2014). In many European countries, early childhood religious education is carried out through church-based kindergartens or state-supported institutions. In these settings, religious education is structured around fundamental Christian values such as love, trust, cooperation, and responsibility, and religious symbols and rituals are introduced in ways appropriate to children’s concrete thinking levels (Ivașcu and Opris 2025).
In many non-European countries as well, early childhood religious education is emphasized as playing an important role in instilling moral and religious values from an early age. In this context, children in religion-based kindergartens are taught basic religious behaviors, awareness of worship, and moral attitudes through pedagogically appropriate methods such as games, songs, storytelling, and daily life practices. Thus, religious and moral learning is supported through concrete and experience-based activities aligned with children’s developmental characteristics. Studies show that religious education provided in such institutions has positive effects on children’s social adaptation and moral development (Cholimah et al. 2024).
In Türkiye, religious education is conducted in a manner similar to international practices, albeit with certain differences. Formal religious education in the country begins in the fourth grade of basic education and continues to be compulsory until the twelfth grade. Prior to this stage, no formal religious education is provided in public institutions. However, every family’s right to receive religious education is guaranteed under Article 24 of the Turkish Constitution. Individuals who wish to receive religious education outside formal education are free to attend religious education courses offered by the Presidency of Religious Affairs, the sole state-affiliated institution providing non-formal religious education. These courses serve not as alternatives to formal education but as non-formal religious education institutions operating alongside it. Within this framework, Qur’an courses for children aged 4–6 operate as part of non-formal religious education in the preschool period. Although state-affiliated preschool education institutions exist in Türkiye, preschool education is not compulsory; therefore, parents who wish for their children to receive religious education at an early age often send them to Qur’an courses for 4–6-year-old children.
Conducted within programs designed in line with the fundamental principles of preschool education, Qur’an courses for 4–6-year-old children aim to impart religious and moral values while considering children’s cognitive, emotional, and social development. These courses were first established in 2013, and by 2026 their number had reached 6271 (Kaplan 2026). According to institutional statistics, 192,068 students graduated from these courses in 2023. Within these programs, values education, Qur’an instruction, awareness of prayer and worship, love of the Prophet, and basic religious concepts are addressed through story-based, play-based, drama-based, music-based, and activity-oriented methods (DİB 2018).
Religious education in Qur’an courses for 4–6-year-old children is delivered in a manner that avoids fear- and punishment-based approaches, instead emphasizing love, trust, and modeling. Instructors are regarded as primary role models for children, who internalize religious attitudes and behaviors through observation and imitation. In addition, guidance activities conducted with families contribute to ensuring consistency between the home and course environments. In this respect, Qur’an courses for 4–6-year-old children are considered an important educational setting that supports children’s religious development in early childhood, prepares them for subsequent stages of education, and lays the foundations for the development of a healthy religious personality.

4. Material and Method

4.1. Research Model

In this study, a quantitative research approach was adopted to determine the attitudes of instructors working in Qur’an courses for children aged 4–6 toward instructional materials and to examine whether these attitudes differ according to certain variables. Quantitative research enables the attainment of generalizable results based on large samples and allows for the statistical testing of relationships among variables (Creswell 2020). In line with the main objective of the study, which is to measure instructors’ attitude levels and compare them across different variables, the quantitative approach is considered to provide an appropriate methodological framework for addressing the research problem. Within this context, a survey model was employed as the research design. Survey models are employed to describe existing attitudes, behaviors, tendencies, and opinions within a target group. These approaches enable the systematic presentation of data obtained from a large number of participants, making use of various data-collection techniques such as scales and questionnaires (Creswell 2020). The primary aim of the survey model is to present statistical findings related to a specific situation based on data obtained from a sample that is representative of the target population (Karakaya 2009).

4.2. Study Group

The population of this study consists of all instructors working in Qur’an courses for children aged 4–6 in the provinces of Elazığ, Diyarbakır, Şanlıurfa, Gaziantep, and Malatya in Türkiye during the 2023–2024 academic year. No sampling procedure was employed; instead, the aim was to reach out to all instructors within the population, and they participated on a voluntary basis. During the implementation of the study, contact was established with the relevant personnel of the provincial offices of the muftiates included in the population, and the study was distributed to all instructors working in Qur’an courses for 4–6-year-old children. Within this scope, a total of 363 instructors from five different provinces and their affiliated districts participated in the study on a voluntary basis.
This study was conducted with the approval of the Ethics Committee of Social and Human Sciences at Fırat University, dated 22 March 2024 and numbered 2024/07. In addition, the necessary permissions were obtained from the relevant institutions to collect the research data. The demographic information of the instructors participating in the study is presented in Table 1.
This study was conducted with a total of 363 participants, all of whom were women. An examination of Table 1 shows that information regarding the provinces in which the instructors worked, their years of service, and their employment status is presented. With respect to the province of employment, the highest level of participation was from Şanlıurfa (27.3%), followed by Gaziantep (25.9%), Diyarbakır (22.3%), Malatya (14.3%), and Elazığ (10.2%). Regarding years of service, the majority of the participants had between 0 and 5 years of professional experience (61.4%), followed by those with 6–10 years (19.8%), 11–15 years (14.6%), and more than 15 years of service (4.1%). Finally, an examination of employment status reveals that approximately three-quarters of the participants were employed in permanent positions (78.2%), while some were employed on a contractual basis (5.0%) and others were in temporary (voluntary) positions (16.9%). When the age distribution of the participants is examined, it is observed that the minimum age is 25 and the maximum age is 56. The mean age of the participants is 30, and the standard deviation is calculated as 4.62.

4.3. Data Collection Instruments

In this study, we employed a personal information form developed by the researcher, a Material Use Questionnaire to determine the frequency of material use among instructors working in Qur’an courses for children aged 4–6 years, and an Attitude Scale Toward Material Use to measure instructors’ attitudes toward materials.
Material Use Questionnaire: This questionnaire was developed by the researcher to identify participants’ demographic characteristics, such as gender, professional seniority, employment status, and province of employment, as well as to determine how frequently instructors prefer various materials during the educational process.
Attitude Scale Toward Material Use in the Classroom Environment: To assess the attitudes of instructors working in Qur’an courses for children aged 4–6 years toward material use, the Attitude Scale Toward Material Use in the Classroom Environment developed by Akbulut and Tatli (2013) was utilized. The scale consists of two subdimensions: material use and attitudes toward material use. The scale includes 20 items and is structured as a five-point Likert-type instrument ranging from “Strongly Agree” (5) to “Strongly Disagree” (1). Items 1–12 measure the material use subdimension, while items 13–20 measure attitudes toward material use. When the scale was originally developed, the Cronbach’s alpha internal consistency coefficient was reported as 0.890. In the present study, the Cronbach’s alpha coefficient was calculated as 0.929, and the two factors together accounted for 64.2% of the total variance.

4.4. Data Collection and Analysis

Prior to data collection, the necessary permissions were obtained from the owner of the scale, and official approval for conducting the study was secured from the Presidency of Religious Affairs. The data collection instruments were distributed online to all instructors working in Qur’an courses for children aged 4–6 years in Elazığ, Diyarbakır, Şanlıurfa, Gaziantep, and Malatya during the 2023–2024 academic year. A total of 363 participants were included in the study on a voluntary basis.
The data obtained were analyzed using the SPSS 22.0 statistical software package. It was determined that eight items (items 13–20) on the scale were negatively worded; therefore, these items were reverse-coded prior to analysis. Before proceeding with the data analysis, the normality of the data distribution was examined. Based on the skewness and kurtosis values for the subdimensions of the scale and the results related to the variables (province, years of service, and employment status), it was found that the skewness and kurtosis coefficients did not fall within the range of +2 to −2 for any dimension or variable, indicating that the data were not normally distributed (George and Mallery 2010). Since all participants were women, no analysis was conducted with respect to the gender variable. Given that the remaining variables included more than two groups, the Kruskal–Wallis H test was used for data analysis.
In interpreting participants’ scores on the scale, the weighted mean technique was applied for both the overall scale and its subdimensions. The interval coefficient method was used to determine score ranges on the Attitude Scale Toward Material Use in the Classroom Environment, with the interval coefficient calculated as α = (5 − 1)/5 = 0.80. Accordingly, mean scores were interpreted as follows: 1.00–1.80 = low level, 1.81–2.60 = low–above level, 2.61–3.40 = moderate level, 3.41–4.20 = moderate–above level, and 4.21–5.00 = high level.

5. Findings

This section presents the findings obtained within the scope of the study. The attitudes of instructors working in Qur’an courses for children aged 4–6 years toward material use in the classroom environment were analyzed. In addition, descriptive data regarding the frequency of material use among the participants are provided.

5.1. Data on the Material Attitudes of Instructors Working in Qur’an Courses for Children Aged 4–6 Years

Participants’ overall attitudes toward material use in the classroom environment, as well as their scores on the subdimensions of the scale, were examined according to the variables of province of employment, years of service, and employment status.

5.1.1. Material Use Practices of Instructors Working in Qur’an Courses for Children Aged 4–6 Years in the Classroom Environment

The results of the analyses conducted to determine the material-related attitudes of instructors working in Qur’an courses for children aged 4–6 years who participated in the study are presented in the table below.
Descriptive statistics regarding the material-related attitudes of instructors working in Qur’an courses for children aged 4–6 years who participated in the study are presented in Table 2. According to the table, the mean score for the first subdimension of the Attitude Scale Toward Material Use in the Classroom Environment, namely Material Use, is high ( X ¯ = 4.72), and the mean score for the second subdimension, Attitude Toward Material Use, is also at a high level ( X ¯ = 4.39). Similarly, the overall mean score of the scale is found to be high ( X ¯ = 4.59). These findings indicate that the mean score for the material use subdimension is higher than that of the attitude toward material use subdimension, and that both the subdimension means and the overall scale mean remain at a high level.

5.1.2. Attitudes Toward Material Use in the Classroom Environment According to Province of Employment

The material-related attitudes of instructors working in Qur’an courses for children aged 4–6 years and the corresponding subdimensions were analyzed according to the variable of province of employment. The findings obtained from this analysis are presented in the table below.
The results of the Kruskal–Wallis H test examining the attitudes of instructors working in Qur’an courses for children aged 4–6 years toward material use in the classroom environment according to the province of employment indicate that the differences are statistically significant. As shown in Table 3, the highest mean rank for overall material attitude was observed among participants from Elazığ (209.58), followed by Malatya (196.79), Şanlıurfa (190.75), Diyarbakır (179.72), and Gaziantep (155.71). Since the significance value was p = 0.035 < 0.05, this difference is considered statistically significant. When the first subdimension of the scale, Material Use, was analyzed according to the province of employment using the Kruskal–Wallis H test, no statistically significant difference was found. As presented in Table 3, the highest mean rank for material use was observed among participants from Diyarbakır (201.88), followed by Elazığ (187.67), Şanlıurfa (182.19), Malatya (175.58), and Gaziantep (166.01). Given that the significance value was p = 0.168 > 0.05, these differences are not statistically significant. In contrast, the analysis of the second subdimension, Attitude Toward Material Use, revealed statistically significant differences according to the province of employment. As shown in Table 3, the highest mean rank was obtained by participants from Elazığ (221.27), followed by Malatya (210.47), Şanlıurfa (186.95), Diyarbakır (172.78), and Gaziantep (153.95). Since the significance value was p = 0.002 < 0.05, this difference is statistically significant. These findings indicate that there are significant differences in both the overall scale scores and the second subdimension scores based on the province of employment. To determine between which provinces these differences occurred, Mann–Whitney U test results were examined. The analysis revealed statistically significant differences between Elazığ and Gaziantep (p = 0.012 < 0.05), Malatya and Gaziantep (p = 0.021 < 0.05), and Gaziantep and Şanlıurfa (p = 0.021 < 0.05).

5.1.3. Attitudes Toward Material Use in the Classroom Environment According to Years of Service

The material-related attitudes of instructors working in Qur’an courses for children aged 4–6 years and the corresponding subdimensions were analyzed according to the variable of years of service. The findings obtained from this analysis are presented in the table below.
The results of the Kruskal–Wallis H test examining the attitudes of instructors working in Qur’an courses for children aged 4–6 years toward material use in the classroom environment according to the years of service variable indicate that the differences are not statistically significant. As shown in Table 4, the highest mean rank for overall material attitude was observed among instructors with 0–5 years of service (192.09), followed by those with 6–10 years (175.61), 11–15 years (160.41), and 16 years or more (138.90). Since the significance value was p = 0.066 > 0.05, this difference is not statistically significant. When the first subdimension of the scale, Material Use, was analyzed according to years of service using the Kruskal–Wallis H test, a statistically significant difference was found. As presented in Table 4, the highest mean rank for material use belonged to instructors with 0–5 years of service (197.40), followed by those with 6–10 years (163.88), 11–15 years (154.33), and 16 years or more (137.87). Since the significance value was p = 0.001 < 0.05, this result indicates a statistically significant difference. In contrast, the analysis of the second subdimension, Attitude Toward Material Use, revealed no statistically significant difference according to years of service. As shown in Table 4, the highest mean rank was observed among instructors with 6–10 years of service (185.41), followed by those with 0–5 years (184.04), 11–15 years (176.10), and 16 years or more (138.90). Given that the significance value was p = 0.736 > 0.05, this difference is not statistically significant. Based on these findings, it can be concluded that a statistically significant difference exists only in the first subdimension of the scale. To identify between which groups this difference occurred, Mann–Whitney U test results were examined. The analysis revealed statistically significant differences between instructors with 0–5 years and those with 11–15 years of service (p = 0.041 < 0.05), as well as between instructors with 0–5 years and those with 16 years or more of service (p = 0.045 < 0.05).

5.1.4. Attitudes Toward Material Use in the Classroom Environment According to Employment Status

The material-related attitudes of instructors working in Qur’an courses for children aged 4–6 years and the corresponding subdimensions were analyzed according to the variable of employment status. The findings obtained from this analysis are presented in the table below.
The results of the Kruskal–Wallis H test examining the attitudes of instructors working in Qur’an courses for children aged 4–6 years toward material use in the classroom environment according to the employment status variable indicate that the differences are not statistically significant. As shown in Table 5, the highest mean rank for overall material attitude was observed among instructors employed in permanent positions (186.53), followed by those in temporary (voluntary) positions (169.76) and those employed on a contractual basis (152.00). Since the significance value was p = 0.239 > 0.05, this difference is not statistically significant. When the first subdimension of the scale, Material Use, was analyzed according to employment status using the Kruskal–Wallis H test, no statistically significant difference was found. As presented in Table 5, the highest mean rank for material use belonged to instructors in temporary (voluntary) positions (189.11), followed by those in permanent positions (181.71) and those employed on a contractual basis (162.42). Given that the significance value was p = 0.581 > 0.05, these differences are not statistically significant. Similarly, the analysis of the second subdimension, Attitude Toward Material Use, revealed no statistically significant difference according to employment status. As shown in Table 5, the highest mean rank was observed among instructors in permanent positions (187.19), followed by those in temporary (voluntary) positions (167.89) and those employed on a contractual basis (147.97). Since the significance value was p = 0.152 > 0.05, this difference is not statistically significant. These findings indicate that there is no statistically significant difference between employment status and either the overall scale scores or any of the subdimension scores.

5.2. Findings on the Frequency of Material Use Among Instructors Working in Qur’an Courses for Children Aged 4–6 Years

This section presents the findings regarding the frequency with which instructors working in Qur’an courses for children aged 4–6 years use different instructional materials in the classroom environment.
The data regarding the frequency of material use among instructors working in Qur’an courses for children aged 4–6 years who participated in the study are presented in Table 6. The results indicate that the frequency of use of visual, auditory, and printed materials is at a moderate level, whereas the frequency of use of digital materials is at a low–above level. According to the research findings, the type of material used most frequently by instructors is auditory materials ( X ¯ = 3.9008). Auditory materials are followed, in terms of frequency of use, by printed materials ( X ¯ = 3.2369) and visual materials ( X ¯ = 2.8788), respectively. In contrast, the frequency of use of digital materials is found to be lower compared to other material types ( X ¯ = 2.5117). These findings indicate that instructors working in Qur’an courses for children aged 4–6 years use auditory and printed materials more frequently than other types of instructional materials.

6. Discussion

A review of the literature revealed that no studies have specifically examined the attitudes of instructors working in Qur’an courses for children aged 4–6 toward instructional materials. Therefore, it was not possible to directly compare the findings of the present study with the existing literature. Accordingly, the results of this study were discussed by drawing on related and complementary studies.
The findings regarding attitudes toward instructional materials in classroom settings indicate that teachers’ overall attitudes toward material use are at a very high level (M = 4.99). An examination of the subdimensions of the scale shows that the mean score for the Material Use dimension (M = 4.72) is higher than that of the Attitude Toward Materials dimension (M = 4.39). Nevertheless, the high scores observed in both dimensions suggest that teachers possess not only strong behavioral tendencies toward using instructional materials but also positive cognitive and affective orientations toward them. This finding implies that instructional materials are perceived not merely as supportive tools, but as fundamental components that enhance the quality of the teaching process.
These findings are consistent with the existing literature. For instance, Waigera et al. (2020), in their study on preschool teachers in Kenya, reported that approximately 86% of participants exhibited high levels of positive attitudes toward instructional materials. Similarly, the study conducted by Šuvaković et al. (2023), which examined the attitudes of students enrolled in teacher education faculties in Serbia toward religious education courses, found that attitudes toward these courses were also high. This similarity is noteworthy, as it indicates that teachers tend to develop positive attitudes toward instructional materials across different cultural and educational contexts, and that material use occupies a significant place in educational processes. Therefore, the findings of the present study suggest that positive attitudes toward instructional materials should be considered not as a local phenomenon, but as part of a broader pedagogical tendency.
On the other hand, the higher mean score observed in the Material Use dimension compared to the Attitude Toward Materials dimension indicates that teachers not only recognize the necessity of instructional materials at a conceptual level but also substantially reflect this recognition in their teaching practices. This finding is consistent with Aravind (2015), who emphasized that teachers’ positive attitudes toward instructional materials directly influence instructional success and quality. In other words, positive attitudes toward materials can be regarded not merely as individual opinions or preferences, but as important pedagogical variables that support instructional effectiveness, student engagement, and the quality of learning experiences.
Furthermore, the findings of Halmatov et al. (2017), which emphasize approaches that support material use, are in line with the positive attitudes toward material use identified in the present study. Taken together, these studies suggest that positive pedagogical orientations toward instructional materials are widespread; however, the extent to which these orientations are reflected in practice may vary depending on institutional and environmental conditions.
Conde and Pedrosa (2018) emphasize that the use of engaging materials plays a crucial role in early childhood education. According to the authors, the selection and organization of instructional materials in educational settings should primarily take into account children’s interests, needs, and developmental characteristics. This perspective highlights that instructional materials are not only tools that support teaching but also important pedagogical elements that sustain children’s attention and facilitate active participation in the learning process.
In this context, the high mean scores obtained in the present study indicate that teachers have strong awareness and pedagogical acceptance of material use. However, the fact that material use scores are higher than attitude scores may suggest that teachers perceive materials as a functional necessity, while the attitudinal dimension remains relatively less developed. Therefore, it is important not only to support teachers’ material use practices but also to deepen their awareness of the pedagogical value, diversity, and transformative impact of instructional materials through in-service training. In this way, material use can be structured not merely as a widespread practice but as a conscious, purposeful, and high-quality instructional strategy.
Another variable examined in the study is the relationship between participants’ years of professional experience and their attitudes toward instructional materials. The analyses indicate that material attitudes do not differ significantly according to years of service. However, descriptive findings point to a gradual decline in material attitude scores as years of service increase. This suggests that years of experience alone are not a determining factor; rather, they may be indirectly associated with factors such as professional habits, pedagogical orientations, and levels of openness to innovation that evolve over time.
This aspect of the findings is consistent with several studies in the literature. In particular, research suggesting that increased professional experience may lead to a more cautious approach toward innovative materials and a greater reliance on traditional teaching practices provides a useful explanation for the observed decline. For instance, Ghaith and Yaghi (1997) demonstrated that increased teaching experience may negatively affect attitudes toward innovative instructional materials. Similarly, Fındıkoğlu et al. (2015) reported that while positive attitudes toward instructional materials contribute to improved achievement, years of experience may weaken this effect. In this respect, the decline observed with increasing years of service may indicate that experience can, in some cases, reinforce established teaching practices rather than promote pedagogical flexibility.
On the other hand, the absence of a statistically significant difference based on years of service indicates that professional seniority is not the sole or primary factor explaining attitudes toward instructional materials. This finding is consistent with Akbaba (2013), who reported that teachers’ attitudes toward instructional materials do not significantly differ according to professional experience, as well as with Owusu-Fordjour (2021), who found that teaching experience does not have a direct determining effect on such attitudes. Therefore, the overall pattern observed in the present study suggests that years of service function as a secondary variable whose influence becomes meaningful only in interaction with other factors.
In this regard, the findings of Uyangör and Ece (2010) provide an important explanatory framework. Their study emphasizes that teachers’ attitudes toward instructional materials are more closely related to their interest in the subject area and their openness to innovation than to age or experience. When considered together with the findings of the present study, this suggests that material attitudes cannot be adequately explained solely by professional seniority. Rather, factors such as openness to innovation, participation in professional development, technological competence, instructional beliefs, and perceptions regarding the impact of materials on learning appear to play a more decisive role.
Similarly, Yılmaz et al. (2016) found that preschool teachers’ attitudes toward the use of technological tools do not differ significantly based on years of professional experience. This finding further supports the argument that professional experience alone is not a determining factor in teachers’ self-efficacy perceptions or their attitudes toward technology use. Accordingly, attitudes toward instructional materials should not be explained solely through professional seniority; instead, variables such as openness to innovation, pedagogical motivation, institutional support, access to materials, and technological infrastructure should also be taken into account.
Therefore, when these findings are considered together, it can be argued that teachers’ attitudes toward material and technology use may develop independently of professional experience. In this context, although years of experience constitute an important background variable, it is evident that individual and institutional conditions play a more decisive role in shaping positive attitudes toward instructional materials.
Another variable examined within the scope of the study is the relationship between participants’ employment status and their attitudes toward instructional materials. The analyses revealed that there is no statistically significant difference in material attitudes according to employment status. However, descriptive findings indicate that participants employed in permanent (tenured) positions have higher material attitude scores compared to other groups. In addition, it is noteworthy that participants working in temporary (voluntary) positions exhibit higher mean scores than those employed on a contractual basis. These findings suggest that while employment status may create certain tendencies in material attitudes, it does not necessarily produce a statistically significant difference on its own.
The findings obtained are partially consistent with studies reported in the literature. For instance, Akbaba (2013) reported that participants in permanent positions demonstrate more positive attitudes toward material development and associated this with professional stability. Similarly, Fındıkoğlu et al. (2015) found that permanently employed participants have higher levels of positive attitudes toward technological tools in material-related courses. Cheng (1996) also reported that permanent staff are more open to the use of instructional materials. Taken together, these studies suggest that factors such as institutional security, professional commitment, and the ability to engage in long-term planning may contribute to more positive attitudes toward instructional materials among permanently employed staff. In this respect, the higher mean scores observed in the permanent group in the present study can be interpreted within this framework.
On the other hand, the finding that participants in temporary positions have higher mean scores than contractual staff presents a pattern that does not fully align with some general assumptions in the literature. In particular, we consider Wejinya’s (2024) finding that employment status directly affects motivation for material development and that temporary staff tend to have lower motivation in this regard; in this context, the higher mean scores for voluntary staff compared to contractual staff in the present study should be interpreted with caution. This discrepancy suggests that the effect of employment status does not manifest uniformly across contexts; rather, it may vary depending on factors such as institutional structure, individual professional commitment, working conditions, expectations, and pedagogical motivation. Therefore, it would not be appropriate to generalize that temporary staff always have lower attitudes toward instructional materials.
Nevertheless, the absence of a statistically significant difference based on employment status clearly indicates that material attitudes cannot be explained solely by the type of employment. In this respect, the present study demonstrates that although employment status may produce certain tendencies, attitudes toward instructional materials have a multidimensional structure. In other words, the factors influencing material attitudes are not limited to being permanently employed, contractual, or voluntary; rather, variables such as professional motivation, openness to innovation, technological competence, participation in in-service training, and perceptions of institutional support may play a more decisive role in shaping these attitudes.
One of the significant findings of this study is that the frequency of instructional material use among instructors working in Qur’an courses for children aged 4–6 varies according to the type of material. The findings indicate that instructors most frequently use auditory materials, followed by printed, visual, and digital materials, in that order. This pattern suggests that instructional practices in early childhood religious education place greater emphasis on oral narration, listening, repetition, and auditory stimuli. Considering the developmental characteristics of children aged 4–6, the preference for auditory materials may be explained by the effectiveness of sound-based and repetition-oriented learning processes in this age group. In contrast, the relatively limited use of visual and especially digital materials indicates that material diversity is influenced not only by pedagogical preferences but also by practical and contextual conditions.
These findings are partially consistent with the literature. For instance, Dellal and Yücel (2015) reported that a considerable proportion of foreign language teachers frequently use auditory materials in their teaching, and that most participants believe that printed materials such as textbooks alone are insufficient and should be supplemented with various types of materials. This finding aligns with the present study, in which auditory materials are used most frequently, followed by printed materials. Accordingly, it can be argued that instructional processes are not limited to traditional written resources and that auditory supports are considered important tools for enhancing learning. This also suggests that teaching practices in Qur’an courses for children aged 4–6 tend toward a multi-sensory approach, although this tendency is not evenly distributed across all material types.
In the study conducted by Babayiğit (2019) on primary school teachers, as well as in Aydın’s (2013) research on English teachers, printed materials were identified as the most frequently used type, followed by visual, auditory, and digital materials. When considered alongside the findings of the present study, this reveals both similarities and differences. Notably, in both studies, digital materials were used less frequently than other material types. This suggests that digital material use may be influenced not only by pedagogical preferences but also by factors such as infrastructure, accessibility, and user competence across different educational levels. However, the primary difference between the studies lies in the ranking of material types. While printed materials rank first in Babayiğit’s (2019) study, the present study shows that instructors in Qur’an courses for children aged 4–6 use auditory materials most frequently, with printed materials following. This difference can largely be explained by the educational level and developmental characteristics of the learners. In primary education, where literacy-based learning is more prominent, the use of printed materials is expected to be higher. In contrast, in the 4–6 age group, where oral-expression-, listening-, repetition-, and sound-based learning dominate, the prominence of auditory materials appears developmentally appropriate. Thus, when both studies are considered together, it can be concluded that material use preferences are shaped not only by teachers’ individual approaches but also by students’ age and developmental levels, instructional content, and the structure of the learning environment. Therefore, while the present study highlights the functional importance of auditory materials in early childhood religious education, Babayiğit’s (2019) findings demonstrate the central role of printed materials at the primary education level. This underscores the importance of considering contextual differences rather than assuming a uniform hierarchy of material use.
On the other hand, the relatively low frequency of digital material use in the present study differs from some findings in the literature. For example, Tetik (2025) reported that digital tools such as computers and televisions are among the most frequently used materials in certain courses. In contrast, the limited use of digital materials observed in this study suggests that contextual and structural conditions play a determining role in shaping material preferences. Even within the same educational field, factors such as institutional facilities, technological infrastructure, regional differences, and instructors’ digital competencies may significantly influence patterns of material use. In this respect, the findings indicate that digital material use is not solely dependent on pedagogical willingness or awareness but is also closely related to access and infrastructure conditions.
This interpretation is further supported by the findings of Erten (2023), who reported that instructors in Qur’an courses for children aged 4–6 use digital content as supplementary materials; however, most of the courses included in the study were found to have limited technological infrastructure, making the effective use of digital materials difficult. Similarly, the relatively low level of digital material use observed in the present study can be explained not by a lack of pedagogical motivation, but rather by structural limitations. Therefore, the low level of digital material use should not be interpreted as a negative attitude toward such materials; rather, it may indicate that their potential use remains constrained due to insufficient technical resources.

6.1. Limitations of the Study

Several limitations should be taken into consideration when interpreting the findings of this study. First, the research was conducted using a survey-based design relying on self-reported data; therefore, participants’ attitudes toward instructional material use and their frequency of use are based on their own perceptions and statements rather than direct observation. This suggests that factors such as social desirability bias, individual differences in self-evaluation, and perceptions of professional competence may have influenced the data. Accordingly, the findings reflect instructors’ subjective evaluations of classroom practices rather than providing an objective account of actual classroom behaviors.
Another limitation of the study is its cross-sectional design. For this reason, the relationships between attitudes toward material use and variables such as years of service, employment status, and frequency of use were examined within a specific time frame, and changes in these attitudes and behaviors over time could not be observed. In addition, the study was limited to a specific sample group consisting of instructors working in Qur’an courses for children aged 4–6, which restricts the generalizability of the findings to instructors working in different regions, institutions, and socio-cultural contexts.
Furthermore, material use was examined under general categories such as auditory, printed, visual, and digital materials. Although this approach provides a general framework for understanding patterns of material use, it does not offer a detailed account of the specific pedagogical purposes for which these materials are used or the extent to which they are used effectively. Nevertheless, it can be argued that the methodological choices adopted in the study are consistent with its objectives. The study presents an overall depiction of the current state of material use among instructors in Qur’an courses for children aged 4–6 and provides an important foundation for future, more comprehensive research.

6.2. Implications for Future Research

Future studies should examine the attitudes and frequency of instructional material use among instructors working in Qur’an courses for children aged 4–6 by employing larger samples drawn from diverse regions. Such an approach would enhance the generalizability of the findings and provide a clearer understanding of how material use varies across institutional, regional, and socio-cultural contexts. In addition, future research should not be limited to quantitative data alone; incorporating qualitative data-collection techniques such as interviews, observations, and document analysis would enable a more comprehensive evaluation of not only the frequency of material use but also its pedagogical functions and classroom implementation practices.
Furthermore, it is important that future studies consider multiple variables that may influence material use, including technological literacy, participation in in-service training, professional motivation, institutional support, and technological infrastructure. Particularly in light of findings related to digital material use, the impact of structural conditions and technical competencies on this process should be examined in greater depth. Moreover, longitudinal research designs would allow for the investigation of changes in instructors’ attitudes and practices regarding material use over time, thereby yielding more robust and comprehensive findings.

7. Conclusions

This study provides important insights into the pedagogical nature of early childhood religious education by examining instructors’ attitudes toward instructional material use and their material preferences in Qur’an courses for children aged 4–6 years. The findings indicate that instructors exhibit a high level of positive attitudes toward the use of instructional materials, suggesting that materials are not merely perceived as supplementary tools but as central components of the teaching–learning process in early childhood religious education. However, the fact that the level of material use exceeds the attitudinal dimension implies that instructors may approach materials not only as a pedagogical choice but also as a functional necessity. This finding is particularly noteworthy, as it points to a situation in which the quantitative prevalence of material use may not always be accompanied by a corresponding depth in its qualitative and pedagogical application.
Another significant result of the study is that, although material use demonstrates variation across certain variables, these differences remain limited in scope. In particular, the absence of statistically significant differences in terms of employment status and overall attitudes suggests that approaches to material use are shaped more by a general pedagogical orientation than by individual professional characteristics. In contrast, the differences observed across provinces indicate that material use is influenced not only by individual attitudes but also by institutional and contextual factors. This result highlights the need for policies aimed at improving the quality of early childhood religious education to address not only individual competencies but also regional and institutional conditions.
Findings related to types of materials reflect pedagogical tendencies specific to early childhood. The predominance of auditory materials suggests that verbal instruction, repetition, and listening-based learning processes play a central role in this age group. On the other hand, the relatively limited use of digital materials appears to be associated less with pedagogical preferences and more with structural constraints. In this context, increasing the diversity of instructional materials and particularly developing and facilitating access to pedagogically appropriate digital content emerges as a critical need in early childhood religious education.
This study makes an original contribution to the literature by addressing a relatively underexplored topic through empirical data. By identifying instructors’ attitudes and patterns of material use in the context of Qur’an courses for children aged 4–6 years, it provides a basis for a more systematic evaluation of practices in this field. Nevertheless, the findings also indicate that, despite the widespread use of materials, their pedagogical depth requires further development. Accordingly, in-service training programs for instructors should be designed not only to encourage the use of materials but also to enhance awareness of their pedagogical value, diversity, and transformative potential for learning.
Therefore, while the use of instructional materials in early childhood religious education holds strong pedagogical potential, the effective realization of this potential requires a holistic approach that integrates instructor competencies, institutional support, and material diversity. This study contributes to understanding this relationship and suggests that future research should focus particularly on the interplay between digital material use, pedagogical quality, and learning outcomes.

Author Contributions

Conceptualization, R.E. and V.K.A.; methodology, R.E. and V.K.A.; software, R.E. and V.K.A.; validation, R.E. and V.K.A.; formal analysis, R.E. and V.K.A.; investigation, R.E. and V.K.A.; resources, R.E. and V.K.A.; data curation, R.E. and V.K.A.; writing—original draft preparation, R.E.; writing—review and editing, R.E.; visualization, R.E. and V.K.A.; supervision, R.E. and V.K.A.; project administration, R.E.; funding acquisition, V.K.A. All authors have read and agreed to the published version of the manuscript.

Funding

This work was supported by the Scientific Research Projects Coordination Unit of Fırat University (FÜBAP), Project No. İLAF.26.01.

Institutional Review Board Statement

The study was conducted in accordance with the Declaration of Helsinki and approved by the Social and Humanities Research Ethics Committee of Fırat University (protocol code 2024/07; date of approval: 22 February 2024).

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

The data presented in this study are available on request from the corresponding author. The data are not publicly available due to privacy restrictions.

Conflicts of Interest

The authors declare no conflicts of interest. The funders had no role in the design of the study; in the collection, analyses, or interpretation of data; in the writing of the manuscript; or in the decision to publish the results.

References

  1. Ağırakça, Gülsüm Pehlivan. 2024. Okul Öncesi Din Eğitiminde Alternatif Eğitim Yaklaşımlarından Yararlanma İmkânı. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 24: 908–33. [Google Scholar] [CrossRef]
  2. Akbaba, Bülent. 2013. The Attitudes of Pre-Service Social Studies Teachers towards Teaching Profession and Their Self-Efficacy about Using Instruction Materials. Mevlana International Journal of Education 3: 157–69. [Google Scholar] [CrossRef]
  3. Akbulut, Hava İpek, and Zeynep Haliloğlu Tatli. 2013. Öğretmen Adaylarının Sınıf Ortamında Materyal Kullanımına Yönelik Tutum Ölçeği Geliştirilmesi. İlköğretim Online 12: 903–11. [Google Scholar]
  4. Akça, Sema. 2007. İlköğretim 5. Sınıf 2005 Matematik Programının Öğretmen, Yönetici ve İlköğretim Müfettişleri Görüşleri Doğrultusunda Değerlendirilmesi (Afyonkarahisar İli Örneği). Master’s thesis, Afyon Kocatepe University, Afyonkarahisar, Türkiye. [Google Scholar]
  5. Akkaya, Ali Osman, and Aytaç Kurtuluş. 2008. 6. Sınıf Matematik Dersi Öğretim Programının Uygulanabilirliğine İlişkin Öğretmen Görüşleri. Education Sciences 6: 2229–45. [Google Scholar]
  6. Aravind, Angalakuduru. 2015. A Study of Attitudes of Teachers towards Teaching Learning Material. Research Journal of English Language and Literature 3: 1–7. [Google Scholar]
  7. Ateşmen, Yasemin. 2022. 4–6 Yaş Kur’an Kurslarında Değerler Eğitimi ve Din Öğretiminde Yararlanılan Materyallerin İncelenmesi. Master’s thesis, Ankara University, Ankara, Türkiye. [Google Scholar]
  8. Aydın, Belgin. 2013. Öğretim Gereçlerinin Geliştirilmesi Ve Değerlendirilmesi: Ders Kitabı. In İngilizce Öğretmenliğinde Öğretim Teknolojileri Ve Materyal Tasarımı-II. Edited by Hatice Ferman Odabaşı. Eskişehir: Anadolu Üniversitesi Yayını. [Google Scholar]
  9. Babayiğit, Özgür. 2019. Sınıf Öğretmenlerinin Türkçe Derslerinde Öğretim Materyali Kullanma Amaçlarının ve Durumlarının İncelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi 51: 42–59. [Google Scholar]
  10. Bahçekapılı, Mehmet. 2024. Finlandiya’da Din Eğitimi. The Journal of Academic Social Science Studies 6: 889–922. [Google Scholar] [CrossRef]
  11. Bala, Aysun. 2022. Okul Öncesi Eğitiminde Materyal Kullanımının Öğretim Sürecine Etkileri. Academic Social Resources Journal 7: 1003–8. [Google Scholar] [CrossRef]
  12. Bandura, Albert. 1997. Self-Efficacy: The Exercise of Control. New York: W. H. Freeman. [Google Scholar]
  13. Berk, Laura E. 2013. Child Development. Boston: Pearson. [Google Scholar]
  14. Berkowitz, Marvin W., and Melinda C. Bier. 2005. What Works in Character Education: A Research-Driven Guide for Educators. Washington, DC: Character Education Partnership. [Google Scholar]
  15. Bråten, Oddrun M. H. 2020. Towards a Methodology for Comparative Studies in Religious Education. Münster: Waxmann. [Google Scholar]
  16. Bulut, İsmail, and Bekir Sarı. 2021. Kur’an Kursları Öğretici Kitabındaki Etkinlik Uygulamalarının Öğretici Görüşleri Doğrultusunda İncelenmesi. Hitit Sosyal Bilimler Dergisi 14: 408–28. [Google Scholar] [CrossRef]
  17. Cavalletti, Sofia. 2020. Religious Potential of the Child 6 to 12 Years Old. Chicago: Liturgy Training Publications. [Google Scholar]
  18. Cheng, Yin Cheong. 1996. Relation between Teachers’ Professionalism and Job Attitudes, Educational Outcomes, and Organizational Factors. The Journal of Educational Research 89: 163–71. [Google Scholar] [CrossRef]
  19. Cholimah, Nur, Fitriana Tjiptasari, Sri Asih, and Aliyah Latifah Hanum. 2024. A Comparative Study of Moral Values Education in Public and Religion-Based Kindergartens in Yogyakarta. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini 9: 575–87. [Google Scholar] [CrossRef]
  20. Cihandide, Zeynep Nezahat. 2014. Okul Öncesi Din ve Ahlak Eğitimi. İstanbul: DEM (Değerler Eğitimi Merkezi). [Google Scholar]
  21. Clark, Walter Houston. 1958. The Psychology of Religion: An Introduction to Religious Experience and Behavior. New York: Macmillan. [Google Scholar]
  22. Conde, Rosa Ma Santamaría, and Teresa Alonso Pedrosa. 2018. Análisis Del Material Curricular Editado De Educación İnfantil Y Su Uso En El Aula. Enseñanza & Teaching: Revista Interuniversitaria De Didáctica 36: 41–61. [Google Scholar] [CrossRef]
  23. Creswell, John W. 2020. Eğitim Araştırmaları: Nicel ve Nitel Araştırmanın Planlanması, Yürütülmesi ve Değerlendirilmesi, 3rd ed. Ankara: Edam. [Google Scholar]
  24. Dale, Edgar. 1969. Audiovisual Methods in Teaching. New York: Dryden Press. [Google Scholar]
  25. Dellal, Nevide Akpinar, and Mukadder Seyhan Yücel. 2015. Yabancı Dil Öğretmenlerinin Derslerinde Materyal Kullanımına İlişkin Tutum ve Görüşleri. Turkish Studies 10: 1051–66. [Google Scholar] [CrossRef]
  26. Diyanet İşleri Başkanlığı (DİB). 2018. Kur’an Kursları Öğretim Programı (4–6 Yaş Grubu). Ankara: DİB. [Google Scholar]
  27. Diyanet İşleri Başkanlığı (DİB). 2025. Eğitim Hizmetleri Genel Müdürlüğü. Available online: https://egitimhizmetleri.diyanet.gov.tr/ (accessed on 10 December 2025).
  28. Duru, Adem, and Himmet Korkmaz. 2010. Öğretmenlerin Yeni Matematik Programı Hakkındaki Görüşleri Ve Program Değişim Sürecinde Karşılaşılan Zorluklar. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 38: 67–81. [Google Scholar]
  29. Emin, Bediha. 2024. Adım adım iyilik okul öncesi eğitim setinin Diyanet İşleri Başkanlığı 4-6 yaş öğretim programına göre incelenmesi. Master’s thesis, Balikesir University, Balikesir, Turkey. [Google Scholar]
  30. Erikson, Erik H. 1963. Childhood and Society. New York: Norton. [Google Scholar]
  31. Erten, Ramazan. 2023. 4–6 Yaş Kur’an Kursu Öğreticilerine Göre Diyanet Çocuk YouTube Kanalının Değerler Eğitimi Açısından İncelenmesi. Master’s thesis, Fırat University, Elazığ, Türkiye. [Google Scholar]
  32. Erten, Ramazan, and Tuncay Karateke. 2024. 4–6 Yaş Kur’an Kursu Öğreticilerine Göre Diyanet Çocuk YouTube Kanalı. Dicle İlahiyat Dergisi 27: 28–45. [Google Scholar] [CrossRef]
  33. Ertmer, Peggy A. 2005. Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration? Educational Technology Research and Development 53: 25–39. [Google Scholar] [CrossRef]
  34. Farisia, Hernik. 2020. Nurturing Religious and Moral Values at Early Childhood Education. Didaktika Religia 8: 1–27. [Google Scholar] [CrossRef]
  35. Fıçıcı, Hatice Ölmez, and Mustafa Fatih Ay. 2025. 4-6 yaş kuran kursu öğreticileri tarafindan geliştirilen materyallerin incelenmesi. Akdeniz İlahiyat Dergisi 1: 53–74. [Google Scholar]
  36. Fındıkoğlu, Fuat, Bülent Alci, and Hakan Karataş. 2015. The Correlation between Pre-Service Teachers’ Attitudes towards Technology and Achievement in Material Design Course. The Anthropologist 3: 744–53. [Google Scholar] [CrossRef]
  37. Fowler, James W. 1981. Stages of Faith: The Psychology of Human Development and the Quest for Meaning. San Francisco: Harper and Row. [Google Scholar]
  38. George, Darren, and Paul Mallery. 2010. SPSS for Windows Step by Step: A Simple Guide and Reference. Boston: Pearson. [Google Scholar]
  39. Ghaith, Ghazi, and Hussein Yaghi. 1997. Relationships Among Experience, Teacher Efficacy, and Attitudes Toward the Implementation of Instructional Innovation. Teaching and Teacher Education 13: 451–58. [Google Scholar] [CrossRef]
  40. Goldman, Ronald. 1964. Religious Thinking from Childhood to Adolescence. London: Routledge and Kegan Paul. [Google Scholar]
  41. Goldman, Ronald. 1965. Readiness for Religion: A Basis for Developmental Religious Education. London: Routledge. [Google Scholar]
  42. Halmatov, Medera, Nilüfer Okur Akçay, and Samet Ekin. 2017. Teknolojik Araçların Sınıfta Kullanımına İlişkin Okul Öncesi Öğretmenlerinin Görüşleri. Electronic Turkish Studies 12: 95–108. [Google Scholar] [CrossRef]
  43. Halstead, J. Mark. 1996. Values and Values Education in Schools. In Values in Education and Education in Values. Edited by J. Mark. London and Washington, DC: The Farmer Press. [Google Scholar]
  44. Isom, Moh, Evi Sopandi, and Achmad Siswanto. 2021. Implementation of Religious Education in Character Values in Early Childhood Education Institutions. EDUKASI: Jurnal Penelitian Pendidikan Agama Dan Keagamaan 19: 303–16. [Google Scholar] [CrossRef]
  45. Ivaşcu, Anca-Cristina, and Dorin Opris. 2025. Religious Education in the Preschool Multi-Confessional Space: A Parental Perspective. Revista Romaneasca Pentru Educatie Multidimensionala 17: 431–57. [Google Scholar] [CrossRef]
  46. Kalender, Alper. 2006. Sınıf Öğretmenlerinin Yapılandırmacı Yaklaşım Temelli Yeni Matematik Programının Uygulanması Sürecinde Karşılaştığı Sorunlar Ve Bu Sorunların Çözümüne Yönelik Çözüm Önerileri. Master’s thesis, Dokuz Eylul University, Izmir, Turkey. [Google Scholar]
  47. Kaplan, Pervin. 2026. “Kuran Kursu Sayısı Anaokulunu Katladı.” PervinKaplan.com. Available online: https://www.pervinkaplan.com/detay/kuran-kursu-sayisi-anaokulunu-katladi/32268 (accessed on 10 December 2025).
  48. Karakaya, İsmail. 2009. Bilimsel araştırma yöntemleri. Available online: https://avesis.gazi.edu.tr/yayin/9411341d-d9ab-482d-baf7-83cf2a5721ce/bilimsel-arastirma-yontemleri (accessed on 10 December 2025).
  49. Karasu, Teceli. 2019. Kur’an Kursu Öğreticilerine Göre Okul Öncesi Dönemde Din Eğitimi: Muş Ili Örneği. İlahiyat Tetkikleri Dergisi 51: 479–500. [Google Scholar] [CrossRef]
  50. Kavak, Şule, and Hasan Coşkun. 2017. Erken Çocukluk Eğitiminde Eğitici Materyal Geliştirmenin Önemi. Uluslararası Erken Çocukluk Eğitimi Çalışmaları Dergisi 2: 11–23. [Google Scholar]
  51. Kaymakcan, Recep. 2023. Ingiltere’de Okullarda Din Eğitimi. In Batı Avrupa’da Okullarda Din Eğitimi, 1. bs ed. Edited by Mahmut Zengin and Abdurrahman Hendek. Istanbul: Dem Yayınları. [Google Scholar]
  52. Khanam, Afifa. 2008. Effect of Religious Education on the Moral Development of Children. Ilkogretim Online—Elementary Education Online 20: 1845–58. [Google Scholar]
  53. Kohlberg, Lawrence. 1984. Essays on Moral Development: The Psychology of Moral Development. San Francisco: Harper and Row. [Google Scholar]
  54. Köylü, Mustafa, and Cemil Oruç. 2020. Çocukluk Dönemi Din Eğitimi, 2nd ed. Ankara: Nobel. [Google Scholar]
  55. Kuzgun, Hacer, and Fatih Özdinç. 2017. Okul Öncesi Eğitimde Teknoloji Kullanımına Yönelik Öğretmen Görüşlerinin Incelenmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi 10: 83–102. [Google Scholar]
  56. Lickona, Thomas. 1991. Educating for Character: How Our Schools Can Teach Respect and Responsibility. New York: Bantam Books. [Google Scholar]
  57. Meşin, Deniz. 2008. Yenilenen 6. Sınıf Matematik Öğretim Programının Uygulanması Sürecinde Öğretmenlerin Karşılaştıkları Sorunlar. Master’s Thesis, Sakarya Üniversitesi, Serdivan, Turkey. [Google Scholar]
  58. Narvaez, Darcia, and Daniel Lapsley. 2008. Teaching Moral Character: Two Alternatives for Teacher Education. The Teacher Educator 43: 156–72. [Google Scholar] [CrossRef]
  59. Owusu-Fordjour, Collins. 2021. Attitude of Teachers and Its Impact on Their Instructional Practice. European Journal of Education Studies, 163–76. [Google Scholar] [CrossRef]
  60. Peker, Murat, and Erdoğan Halat. 2008. İlköğretim I. Kademe Matematik Programinin Eğitim Durumlari Boyutunun Öğretmen Görüşleri Doğrultusunda İncelenmesi. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi 26: 209–25. [Google Scholar]
  61. Piaget, Jean. 1964. Cognitive Development in Children: Development and Learning. Journal of Research in Science Teaching 2: 176–86. [Google Scholar] [CrossRef]
  62. Ramona, Nadia, and Nur Cholimah. 2025. Instructional Media in Early Moral Education: A Systematic Review on the Cultivation of Religious and Moral Values in Children Aged 4–6. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini 10: 149–61. [Google Scholar] [CrossRef]
  63. Ratcliff, Donald. 2008. Handbook of Children’s Religious Education. Birmingham: Religious Education Press. [Google Scholar]
  64. Rogers, Everett M. 2003. Diffusion of Innovations. New York: Free Press. [Google Scholar]
  65. Sağlık, N. 2007. Pilot Uygulamaları Yürütülen İlköğretim Matematik Programına Yönelik Etkinliklerin Bazı Geometri Konularının Öğretimi Üzerindeki Etkisi. Master’s thesis, Yüzüncü Yıl Üniversitesi Fen Bilimleri Enstitüsü, Van, Turkey. [Google Scholar]
  66. Santi, Elena-Ancuţa. 2015. The role of religious education in the moral development of preschoolers. Romanian Journal of School Psychology 8: 62–72. [Google Scholar]
  67. Smaldino, Sharon E., Deborah L. Lowther, and James D. Russell. 2014. Instructional Technology and Media for Learning, 12th ed. Boston: Pearson. [Google Scholar]
  68. Şahin, İsmet. 2010. Curriculum Assessment: Constructivist Primary Mathematics Curriculum in Turkey. International Journal of Science and Mathematics Education 8: 51–72. [Google Scholar] [CrossRef]
  69. Šuvaković, Uroš V., Ivko A. Nikolić, and Jelena R. Petrović. 2023. Religious education in Serbia two decades after its introduction in the school system: Opinions of students and their attitudes on related issues. Nacionalni Interes-Časopis za Nacionalna i Državna Pitanja 46: 93–117. [Google Scholar] [CrossRef]
  70. Taş, Akife. 2023. Okul öncesi çocuk kitaplarının değerler eğitimi açısından incelenmesi. Master’s thesis, Necmettin Erbakan University, Konya, Turkey. [Google Scholar]
  71. Tetik, İlhan. 2025. Öğretici Görüşlerine Göre 4-6 Yaş Kur’an Kurslarında Kullanılan Öğretim Yöntem ve Materyalleri (Giresun İli Örneği). Turkish Studies-Comparative Religious Studies 20: 2253–73. [Google Scholar] [CrossRef]
  72. Torrance, E. Paul, and Pansy Torrance. 1988. Creativity and Teaching Concepts of God. In Handbook of Preschool Religious Education. Edited by Donald Ratcliff. Alabama: Religious Education Press. [Google Scholar]
  73. Uyangör, Sevinc Mert, and Denizhan Karaca Ece. 2010. The Attitudes of the Prospective Mathematics Teachers towards Instructional Technologies and Material Development Course. Turkish Online Journal of Educational Technology-TOJET 9: 213–20. [Google Scholar]
  74. Vygotsky, Lev S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press. [Google Scholar]
  75. Waigera, Joseph, Maureen Mweru, and Lucy Ngige. 2020. Relationship Between Teachers’ Attitudes and the Utilization of Instructional Materials in Pre-Primary Schools in Kenya. East African Journal of Education Studies 2: 92–104. [Google Scholar] [CrossRef]
  76. Wejinya, Tamunoseipiriala Gloria. 2024. Instructional materials and teachers conditions of service as correlate of quality education delivery in public primary schools in rivers state. International Journal of Economics, Environmental Development and Society 5: 396–407. [Google Scholar]
  77. Yalçınkaya, Rahime Betül, and Semra Çinemre. 2024. Diyanet İşleri Başkanlığı’nın Hikayeler ve Etkinliklerle Değerler Eğitimi Seti I-II’nin Din Eğitimi Açısından İncelenmesi. ATEBE Dini Arastirmalar Dergisi Journal for Religious Studies 12: 119–50. [Google Scholar]
  78. Yavuz, Hatice Süeda. 2024. Diyanet İşleri Başkanlığı 4-6 Yaş Grubu Kuran Kurslarında Kullanılan Materyallerin İncelenmesi. Master’s thesis, Marmara Universitesi, Istanbul, Turkey. [Google Scholar]
  79. Yavuz, Kerim. 1994. Çocuk ve Din: 99 Soruda. İstanbul: Çocuk Vakfı. [Google Scholar]
  80. Yılmaz, Eray, Gözde Tomris, and A. Aşkım Kurt. 2016. Okul Öncesi Öğretmenlerinin Öz Yeterlik İnançları ve Teknolojik Araç-Gereç Kullanımına Yönelik Tutumları: Balıkesir İli Örneği. Anadolu Journal of Educational Sciences International 6: 1–26. [Google Scholar] [CrossRef]
  81. Zırh, Sümeyye. 2023. Diyanet İşleri Başkanlığı Yayınları 4–6 Yaş Hikâye Kitaplarının Biçim, İçerik ve Görseller Açısından İncelenmesi. Master’s thesis, Ankara Üniversitesi, Ankara, Türkiye. [Google Scholar]
Table 1. Demographic characteristics of the participating instructors, working in Qur’an courses for 4–6-year-old children.
Table 1. Demographic characteristics of the participating instructors, working in Qur’an courses for 4–6-year-old children.
VariablesGroupsf%
Province of EmploymentŞanlıurfa9927.3
Gaziantep9425.9
Diyarbakır8122.3
Malatya5214.3
Elazığ3710.2
Years of Service0–522361.4
6–107219.8
11–155314.6
16 over154.1
Employment StatusPermanent28478.2
Contractual185
Temporary (voluntary)6116.9
Total 363%100
Table 2. Material attitudes of instructors working in Qur’an courses for children aged 4–6 years.
Table 2. Material attitudes of instructors working in Qur’an courses for children aged 4–6 years.
DimensionsNMinMax X ¯ Ss
Attitude Toward Material Use in the Classroom Environment3631.005.004.59280.55756
Material Use3631.005.004.72430.55653
Attitude Toward Materials3631.005.004.39570.78239
Table 3. Kruskal–Wallis H test results of scale scores according to province of employment.
Table 3. Kruskal–Wallis H test results of scale scores according to province of employment.
Scale and SubdimensionsCityNMean RanksdX2p
Attitude Toward Material Use in the Classroom EnvironmentŞanlıurfa99190.75410.3170.035
Gaziantep94155.71
Diyarbakır81179.72
Malatya52196.79
Elazığ37209.58
Material UseŞanlıurfa99182.1946.440.168
Gaziantep94166.01
Diyarbakır81201.88
Malatya52175.58
Elazığ37187.67
Attitude Toward MaterialsŞanlıurfa99186.95417.0100.002
Gaziantep94153.95
Diyarbakır81172.28
Malatya52210.47
Elazığ37221.27
Table 4. Kruskal–Wallis H test results of scale scores according to years of service.
Table 4. Kruskal–Wallis H test results of scale scores according to years of service.
Scale and SubdimensionsYears of ServiceNMean RanksdX2p
Attitude Toward Material Use in the Classroom Environment0–5223192.0937.1770.066
6–1072175.61
11–1553160.41
16 over15138.90
Material Use0–5223197.40315.8830.001
6–1072163.88
11–1553154.33
16 over15137.87
Attitude Toward Materials0–5223184.0431.2720.736
6–1072185.41
11–1553176.10
16 over15138.90
Table 5. Kruskal–Wallis H test results of scale scores according to employment status.
Table 5. Kruskal–Wallis H test results of scale scores according to employment status.
Scale and SubdimensionsEmployment StatusNMean RanksdX2p
Attitude Toward Material Use in the Classroom EnvironmentPermanent284186.5322.8590.239
Contractual18152.00
Temporary61169.76
Material UsePermanent284181.7121.0870.581
Contractual18162.42
Temporary61189.11
Attitude Toward MaterialsPermanent284187.1923.7700.152
Contractual18147.97
Temporary61167.89
Table 6. Frequency of material use among instructors working in Qur’an courses for children aged 4–6 years.
Table 6. Frequency of material use among instructors working in Qur’an courses for children aged 4–6 years.
Material GroupsNMinMax X ¯ Ss
Visual Materials3631.005.002.87880.80480
Auditory Materials3631.005.003.90080.81919
Printed Materials3631.005.003.23690.73925
Digital Materials3631.005.002.51171.05758
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

Share and Cite

MDPI and ACS Style

Erten, R.; Altun, V.K. Evaluation of Material Use in Early Childhood Religious Education, Türkiye: Qur’an Courses for 4–6-Year-Old Students. Religions 2026, 17, 505. https://doi.org/10.3390/rel17050505

AMA Style

Erten R, Altun VK. Evaluation of Material Use in Early Childhood Religious Education, Türkiye: Qur’an Courses for 4–6-Year-Old Students. Religions. 2026; 17(5):505. https://doi.org/10.3390/rel17050505

Chicago/Turabian Style

Erten, Ramazan, and Veysel Karani Altun. 2026. "Evaluation of Material Use in Early Childhood Religious Education, Türkiye: Qur’an Courses for 4–6-Year-Old Students" Religions 17, no. 5: 505. https://doi.org/10.3390/rel17050505

APA Style

Erten, R., & Altun, V. K. (2026). Evaluation of Material Use in Early Childhood Religious Education, Türkiye: Qur’an Courses for 4–6-Year-Old Students. Religions, 17(5), 505. https://doi.org/10.3390/rel17050505

Note that from the first issue of 2016, this journal uses article numbers instead of page numbers. See further details here.

Article Metrics

Back to TopTop