The classroom grades from first to sixth are the most important stage in building the character of the Jordanian learner; these are the true foundational years for the mind, language, and values. What is instilled during this stage has a long-lasting impact on the entire educational trajectory. Thus, the legitimate question today is not: what do we teach our children? Rather: how do we teach them, at what volume, and at what level?
Observing the reality of the curriculum in the early grades, one notices that much of the content advances faster than the child's ability to comprehend. The textbooks evolve, and the topics broaden, but the learner's developmental and linguistic level is not always sufficiently considered. As a result, children are expected to understand lengthy texts and complex concepts before they have mastered the basics of reading and expression.
In the subject of Arabic language, in particular, the gap is clearly evident; some texts contain linguistic structures and ideas that surpass the level of the early grades, turning the lesson from a linguistic pleasure to a mental burden. At this stage, a child needs language that is close to their world, short stories, simple sentences, and familiar words, not texts that exhaust them before developing their skills.
The goal of Arabic in the early grades is not to increase the number of pages but to enable the child to read correctly, pronounce accurately, love the language, and express themselves adequately. Once a student loves their language, it becomes easier for them to learn it; however, if they dislike it from the beginning, they continue to struggle with it in later stages.
Hence, there is a need to lighten, not reduce, and to simplify, not dumb down. The required curriculum is one that considers the characteristics of the Jordanian child, their environment, and their ability to concentrate, not one designed for higher grades and then applied to the younger ones.
It is also important at this stage to enhance the connection with the Holy Quran, by focusing on memorizing shorter Surahs, reciting them correctly, and instilling the love for the Book of God in students' hearts. The Quran is not just a memorization subject but a linguistic and values-based school, contributing to the development of speech and conscience together, and it helps the child in correct pronunciation, beautiful expression, and firm values.
This does not mean burdening the student with memorization but presenting it in an engaging, gradual manner related to meaning and behavior, so the child feels the Quran is part of their school life, not an additional burden.
The early grades in Jordan need a calm revision of the curriculum, starting from a simple question: Are we educating the child, or are we overburdening them? Are we considering their ability to learn, or testing their patience with quantity?
True education begins when we make the curriculum fit the child, not the child fit the curriculum. Only then can we ensure a solid foundation that builds a confident student who loves school and is capable of learning, not just memorizing.
