اسلام و پژوهش‌های تربیتی

The present study was conducted with the aim of validating the model of children's thinking development components in the philosophy education program for children based on Islamic epistemology. The research method according to the purpose was applied according to the type of data, qualitative, according to the time of data collection, cross-sectional and according to the method of data collection or the nature and method of the research, content analysis. The statistical population of this research was university professors and experts of the Center for Intellectual Development of Children and Adolescents and relevant officials of education, who were selected using the principle of saturation and non-random sampling method. 16 interviewees were selected. Data collection tools were systematic literature review and semi-structured interviews. In order to ensure the validity of the tool and to ensure the accuracy of the findings, from the point of view of professors familiar with this field and academic experts, as well as the open-ended reliability of the test and the intra-subject agreement method were used to calculate the reliability of the conducted interviews. In order to determine the validity of the questionnaire, content and construct validity as well as reliability were calculated through Cronbach's alpha coefficient and composite reliability, and the results indicated the validity and reliability of the instrument. The method of data analysis according to the research questions, inferential methods (sample t-test and confirmatory factor analysis test) were used using Spss-V23 and Smat Pls-V3 software. The findings showed that the development of children's thinking in the education of philosophy for children based on Islamic epistemology includes 159 indicators, 32 components and 7 dimensions of the child's moralization and understanding of value issues, creating rational, argumentative and logical thinking, intuitive and philosophical views, promoting It was political and economic understanding, promotion of understanding of epistemology and ontology, child discipline and understanding of theology. Also, the findings regarding the analytical-critical analysis of the development of children's thinking in philosophy education for children based on Islamic epistemology showed that the characteristics of development of children's thinking from the perspective of Islamic epistemology include creating a free space for discussion and criticism, encouraging questions and deep thinking. It was to present the problems of Islamic philosophy in simple language, encourage critical thinking and multiple understanding, and pay attention to the development of the power of abstract thinking. Finally, according to the identified factors, the model of developing children's thinking in philosophy education for children was presented based on Islamic epistemology, which had a suitable validity.