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thinking just begins at the age of 12 completely. Therefore, the topics of the books for the religious education in the family prepared for the behaviors we want to develop in children in this period should be supported by concrete materials that will appeal to their development stage. In addition, the principles and articles that facilitate understanding and learning of the topics should be included. In another example, İpşirli (2011, pp. 17-18) mentioned Piaget’s language and concept development in his master’s thesis entitled “The Basic Values in Three to Six Years Old Children’s General and Religious Education” and made the following evaluation on the development of religious concept: Learning the concepts is one of the most important elements of the mental development, and Piaget has also emphasized the importance of it. Under the guidance of Piaget, later psychologists examined the methods of concept development in children. As the mental development progresses, the child’s world begins to turn into the adults’ conceptual world and the child begins to regulate the perceptual stimuli in a healthy manner from the four years of age. One of the ways of doing this is to separate the stimuli into different classes or sets. Continuing the evaluations, İpşirli divides the preoperational stage covering two to six years in terms of concept development. Ayaydın (2012, pp. 30-31) correlated Piaget’s language and concept development with the religious thought and concept development in his master’s thesis entitled “An Analysis of the Problems Related to Teaching Abstract Concepts in Religious Teaching.” Ayaydın (2012) stated that the conceptual development moved from concrete to abstract, from simple to complex, and noted that concept development takes place with the words that were the names of objects in children. He stated that the learning of the abstract concepts would be easier as the education level increases, and that language development and cognitive development influence the concept learning in children. Ayaydın (2012) remarked that there might be differences in understanding abstract concepts between cognitively advanced children and those who did not, and made the following evaluation related to the development of religious concepts in children: The formation and development of religious understanding in children is based on concepts. However, the learning of the abstract concepts requires higher level cognitive processing than the concrete ones and it takes place within the process. In classical concept teaching, a concept is given, the definition is made, and examples of this concept and those that are not are listed. However, only the memorization of the definition and the introduction of the concept by this way actualises a lower level of learning, the transfer from the ones learned before to the new ones cannot be carried out, and no binding is made between the informations. Even sometimes, in the lessons, such as religious culture and ethics knowledge, in which abstract concepts gain intensity, it is very difficult to define the concept as well. Due to these reasons, new methods should be applied to facilitate the teaching of concepts in the lessons. In another example, Bilecik (2012, pp. 8-10) mentioned Piaget’s language and concept development in his master’s thesis entitled “An analysis of the verse translation in the 4th and 5th grade textbooks of religious culture and ethics knowledge in primary school according to the student perception levels.” He made remarks on the development and teaching of the religious concept. Similarly, Selçuk (1990, pp. 108-112) questioned what age a child gained the concept of God at in his paper entitled “Religious Motives in Child Education—Pre-school Age.” In this context, he stated that children became aware of religious concepts beginning from three or four years of age parallel to their cognitive development. However, he stated that not only age but also maturation and environmental conditions influenced the undertanding of the concept of God in children. He also remarked that the concepts, such as God, angel, prophet, heaven, and hell are full of secrets for children in pre-school period. After Piaget’s cognitive development theory in his book entitled Religious Motifs in Child’s Education, Selçuk (1991, pp. 32-35) EVALUATION OF THE RELIGIOUS EDUCATIONAL STUDIES İN TURKEY

us-china education review. b, education theory

The Evaluation of the Religious Educational Studies in Turkey in the Context of Critiques Directed at Jean Piaget’s Language and Conceptual Development Theories