The course offered to year 2 diploma students which aim to give exposure to the students on the right approaches in teaching Arabic language to young children instead of few aspects that need to be emphasized such as speaking and pronunciation (makhrāj). It also explains the interesting language learning techniques to attract young children to learn foreign language.

1. Explain the theories, approaches, issue and methods for teaching and learning process of Arabic language in early childhood setting (C2,PLO1) 1. THE IMPORTANCE OF ARABIC LANGUAGE AND IQRA’ PROGRAME. 1.1. The importance of learning Arabic language 1.2. Knowing the Arabic alphabets 1.3. Listen and Read 1.4. Sound / Letter patterns 1.5. Phonic in the ‘Arabic language (Makhārij) & Harakāt 1.6. Examination of reading schemes or series Chapter 1 introduces the foundations of early childhood Arabic education by highlighting its cognitive and spiritual benefits, specifically how learning a right-to-left script enhances visual memory and connects children to Islamic identity. The curriculum guides young learners from basic visual recognition of the 28 Arabic alphabet shapes and their positional variations into the audio-lingual stage, where listening and rhythmic repetition precede formal reading. By identifying sound-letter patterns, children develop early decoding skills that are further refined through the mechanics of Arabic phonics, where they learn physical articulation points (Makhārij) and short and long vowels (Harakāt and Madd) using multisensory techniques. Ultimately, educators evaluate structured phonetic frameworks like the Iqra' programme alongside alternative reading schemes to implement a balanced, engaging, and developmentally appropriate language curriculum.

1. Explain the theories, approaches, issue and methods for teaching and learning process of Arabic language in early childhood setting (C2,PLO1) 2. Construct a lesson plan for teaching Arabic language in early childhood setting (C3,PLO2) 3. Demonstrate teaching and learning skills of Arabic language in early childhood setting (C3,PLO6) 2. METHODS TO ENHANCE CHILD LANGUAGE DEVELOPMENT 2.1 Access to books 2.2 Kalam jama’i. 2.3 Games involving questions and answers. 2.4 Singing. 2.5 Use of picture/picture cards 2.6 Use of video 2.7 Listen and follow teacher 2.8 Look and say approach 2.9 Reading 2.9.1 Word List 2.9.2 Phrases and Sentences 2.9.3 Story book 2.10 Writing 2.10.1 Sand Paper letter 2.10.2 Preparing children for writing and coloring 2.10.3 Khat 2.10.4 Tracing dotted line 2.11 Other Method Teaching Arabic to young children requires a highly interactive, multisensory blend of oral, visual, and tactile methods that match their developmental stages. Language acquisition is accelerated by combining rich literacy exposure—such as access to books and structured reading (progressing from word lists and phrases/sentences to engaging storybooks)—with vibrant oral-aural practices like Kalam Jama’i (choral speaking/group recitation), singing, and games involving questions and answers. Visual and digital tools like pictures/picture cards, videos, and the look-and-say approach bridge the gap between abstract sounds and concrete meanings, while the listen-and-follow-teacher method builds essential auditory discrimination. Finally, early writing skills are nurtured gently through tactile experiences like sandpaper letters, tracing dotted lines, and preparing children for writing and coloring, which gradually introduces them to the artistic and structural discipline of Khat (Arabic calligraphy), ensuring a holistic foundation in listening, speaking, reading, and writing.

3. Demonstrate teaching and learning skills of Arabic language in early childhood setting (C3,PLO6) 3. TEACHING EARLY GRAMMAR (AL- QAWĀ‘ID AND AL-NAHW) FOR YOUNG CHILDREN 3.1 Nouns (Asmā’) 3.2 Adjectives (Sifāt) 3.3 Verbs (Af‘āl) 3.4 Plural Box (Mufrad – Muthannā – Hours‘) 3.5 Gender Box (Mudhakkar – Mu’annath) Teaching early Arabic grammar to young children focuses on introducing foundational linguistic structures through concrete, hands-on, and visually engaging methods rather than abstract rules. This topic provides future educators with the pedagogical skills to teach core elements of Arabic grammar—including Nouns (Asmā’), Adjectives (Sifāt), and basic Verbs (Af‘āl)—alongside introductory categorization tools like the Plural Box (Mufrad / Singular, Muthannā / Dual, Jam‘ / Plural) and the Gender Box (Mudhakkar / Masculine, Mu’annath / Feminine). By utilizing developmentally appropriate practices such as color-coded grammar boxes, interactive matching games, and tactile materials, teachers learn to scaffold complex grammatical concepts into digestible, immersive learning experiences. Ultimately, this approach helps early learners naturally absorb sentence structure, syntax (al-Nahw), and morphology (al-Qawā‘id), fostering both early literacy and confident oral communication in the Arabic language.

3. Demonstrate teaching and learning skills of Arabic language in early childhood setting (C3,PLO6) 4. LEARNING THEMES 4.1 My School 4.2 My family 4.3 Animals 4.4 Science & Technology 4.5 Body Parts 4.6 Colours 4.7 Shapes 4.8 Foods and Drinks This topic provides an overview of theme-based Arabic language instruction tailored specifically for early childhood education. It guides educators in teaching foundational Arabic vocabulary through eight highly relevant, child-centered themes—ranging from immediate personal experiences like My Family, My School, and Body Parts to broader concepts like Colours, Shapes, Foods and Drinks, Animals, and Science & Technology. By focusing on these structured themes, educators will learn to design context-rich, engaging learning environments that seamlessly integrate language acquisition with early cognitive development, allowing young children to absorb Arabic words naturally through meaningful association, play, and interactive classroom activities