تبیین مفهوم تربیت اجتماعی در دوران کودکی از منظر رویکرد اسلامی عمل

This paper aims to explain the social education concept in childhood based on the Islamic theory of action. For this purpose, the concept development method is used. Therefore, the prevalent controversies in childhood social education are faced with the Islamic theory of action, and the position of this theory in these controversies is reviewed. After delineating the position of this theory in the continuum of these controversies, it is revealed that this theory according to two statements "two-face identity" and "interactional development ", has the necessary premises to enter the social education discussion and conceptualization about it. The result of this paper showed that the concept of social education in this theory surpasses the society and the individual and is related to a higher concept and formed regarding to centrality of "right and truth". In this case, the definition of social education in childhood in this theory is preparing a situation for the child to have "right-based interaction". On the other hand, in this definition, we can emphasize the social accompaniment of a child. Considerations as a symmetrical interaction with peers, asymmetrical interaction with adults, interpretation of the past and future about "social role creation" and "current meaningfulness", a child's relation with all social layers, using the "modeling" methods, "Primary unconditioned kindness, secondary structured kindness, flexible discipline and dialogical necessity in social education and consensus rationality are the social action criteria which are gained in reaching to a social education concept in childhood based on the Islamic theory of action. [ABSTRACT FROM AUTHOR]