There will usually be two types of reactions to the title of this article. The first will be along the lines of, “Finally. Someone who agrees that there’s nothing wrong with celebrating Christmas and having a tree, turkey, Christmas cards etc…” The second will be along the lines of “Astaghfirullāh. How can Muslims learn anything from a non-Muslim holiday?”
This article certainly does NOT condone the ever-increasing practice of imitating non-Muslims in the celebration of their holidays. However, I do believe that there are lessons that we can draw from the way that non-Muslims celebrate their holiday. These are lessons that we can apply to our own two historically Islamically legitimate holidays – the two ‘Īds.
So, what are these lessons?
1. Taking time off
In a capitalist society, everyone’s worth is judged by their bank balance. In such a society, taking time off is something you do so that you can recharge your energies just enough to get back into the rat race. However, it is unquestioned that almost everyone relishes getting a break for Christmas – even the most secular people. Meanwhile, many Muslims don’t bother taking time off work for ‘Īd for fear of what that would mean to their career. Many of them tell their kids not to take the day off school because somehow that one day off could mean the difference between becoming a brain surgeon or a drug-addled homeless refugee. We are instilling in ourselves, our families and our colleagues the unsaid thought that ‘Īd is not important. It is not worth any inconvenience that it may cause. Eventually, our kids will come to visit us on Christmas and bring us a Christmas present and we’ll stupidly ask, “how did this happen?”
2. Giving gifts
I remember watching a news report about how many non-Muslims set themselves back financially to buy the best presents they can for their entire family. A lot of thought and preparation goes into these gifts with many of the trendiest and most expensive items being gifted, rather than the bargain basement stuff. And it is not only the parents who give gifts. Even the young children save up their pocket money to buy their parents a gift within their limited means. Therefore it is ironic that it was our very own Prophet who said, “Give gifts to one another and you will love one another.” We hardly give gifts during ‘Īd time and instead save them for other “special occasions” like birthdays, anniversaries or graduations. We don’t realize the psychological impact this will have on those receiving it, i.e. associating these other events with happiness from an early age and ‘Īd with a $10 bill thrust into their hand – if they’re lucky. I am not promoting the excesses and commercialization that we see at Christmas, but the spirit of giving gifts and presents to young and old alike is something worth thinking about.
3. Emphasize the story
Who doesn’t know the story of Christmas? Every part of it, from the three wise kings to Santa Claus, is well-documented, played and replayed in hundreds of TV shows, movies, comics and even advertisements. How many Muslims can explain the significance of the ‘Īds, who were the main characters involved and what lessons are we to derive from them? Unfortunately, ‘Īd is marketed in most of the Muslim world in a way that means we hardly ever reflect on the true stories behind them, and instead just spend time with the family stuffing our faces – if we take any time off work that is. Because of the lack of understanding behind the meaning of ‘Īd we think little of adding in lots of other celebrations of our own – after all, if it’s only about having a good time, why not have more of it?
4. Celebrate well
Ever go past a house and see it decked out with lights for Christmas? It may be a terrible waste of money and electricity, but you cannot deny that they are getting into the spirit of the season. There are carolers that go around regaling their neighbors, decorations on public buildings and festive events in every office. In fact, getting into the Christmas spirit is such a ubiquitous thing that anyone who rebels against it is labeled a Scrooge or Grinch. The festive spirit on the two ‘Īds is usually so well hidden that no one outside the Muslim community would be able to tell that a Muslim household is celebrating a special occasion – a real shame and a real missed da‘wah opportunity.
5. Excite the kids
Why am I so focused on getting the kids to enjoy ‘Īd? Well, let’s face it. A large proportion of us are deep into either selfish hedonism, extreme secularism, hypocritical liberalism or some type of sectarianism. The future of the Ummah will be determined by factors such as whether our children see ‘Īd as a holiday worth celebrating, or if they relegate it to the B-list behind the “cool” holidays of Christmas, Thanksgiving, New Year etc. While Christmas is (supposed to be) all about the theatre, excitement and happiness of children, ‘Īd is all about eating lots of food in slightly different locations throughout the day. ‘Īd doesn’t stand a chance. We are failing our children by not inspiring them to hold on to their faith and our traditions. Watch how many young Muslims in Manchester (UK) celebrate ‘Īd by drinking, dancing, waving nationalistic flags and harassing any white women who happen to be unlucky enough to be in the vicinity:
I remember vividly seeing an old man crying at the mosque on ‘Īd day. When asked why he was tearful he said that his children don’t visit him or even call him on ‘Īd day as they are busy at work. His grandchildren send him Christmas cards and get upset because he doesn’t buy them presents for Christmas like everyone else. He looked back and wished he had instilled the love of our own holidays in their hearts when they were young rather than going with the flow. Unfortunately, it’s too late for him now. If we don’t change our attitudes, unite as a single community and take our own holidays seriously instead of freeloading on a holiday that isn’t ours – it will soon be too late for us too.
How Grandparents Can Be Of Invaluable Help In A Volatile ‘Me First’ Age
I grew up in a small rural village of a developing country during the 1950s and 1960s within a wider ‘extended’ family environment amidst many village aunties and uncles. I had a wonderfully happy childhood with enormous freedom but traditional boundaries. Fast forward 30 years, my wife and I raised our four children on our own in cosmopolitan London in the 1980s and 1990s. Although not always easy, we had a wonderful experience to see them grow as adults. Many years and life experiences later, as grandparents, we see how parenting has changed in the current age of confusion and technology domination.
While raising children is ever joyous for parents, external factors such as rapidly changing lifestyles, a breath-taking breakdown of values in modern life, decline of parental authority and the impacts of social media have huge impacts on modern parenting.
Recently, my wife and I decided to undertake the arduous task of looking after our three young grandchildren – a 5½-year old girl and her 2-year old sibling brother from our daughter, plus a 1½-year old girl from our eldest son – while their parents enjoyed a thoroughly deserved week-long holiday abroad. My wife, who works in a nursery, was expertly leading this trial. I made myself fully available to support her. Rather than going through our daily experiences with them for a week, I highlight here a few areas vis a vis raising children in this day and age and the role of grandparents. The weeklong experience of being full time carers brought home with new impetus some universal needs in parenting. I must mention that handling three young grandchildren for a week is not a big deal; it was indeed a sheer joy to be with these boisterous, occasionally mischievous, little kids so dear to us!
- Establish a daily routine and be consistent: Both parents are busy now-a-days earning a livelihood and maintaining their family life, especially in this time of austerity. As children grow, and they grow fast, they naturally get used to the daily parental routine, if it is consistent. This is vital for parents’ health as they need respite in their daily grind. For various practical reasons the routine may sometimes be broken, but this should be an exception rather than a norm. After a long working day parents both need their own time and rest before going to sleep. Post-natal depression amongst mums is very common in situations where there is no one to help them or if the relationship between the spouses is facing difficulty and family condition uninspiring.
In our trial case, we had some struggles in putting the kids to sleep in the first couple of nights. We also faced difficulties in the first few mornings when our grandson would wake up at 5.00am and would not go back to sleep, expecting one of us to play with him! His noise was waking up his younger cousin in another room. We divided our tasks and somehow managed this until we got used to a routine towards the end of the week.
- Keep children away from screens: Grandparents are generally known for their urge to spoil their grandchildren; they are more relaxed about discipline, preferring to leave that job to the parents. We tried to follow the parents’ existing rules and disciplinary measures as much as possible and build on them. Their parents only allow the children to use screens such as iPads or smartphones as and when deemed necessary. We decided not to allow the kids any exposure to these addictive gadgets at all in the whole week. So, it fell on us to find various ways to keep them busy and engaged – playing, reading, spending time in the garden, going to parks or playgrounds. The basic rule is if parents want their kids to keep away from certain habits they themselves should set an example by not doing them, especially in front of the kids.
- Building a loving and trusting relationship: From even before they are born, children need nurture, love, care and a safe environment for their survival and healthy growth. Parenting becomes enjoying and fulfilling when both parents are available and they complement each other’s duties in raising the kids. Mums’ relationship with their children during the traditional weaning period is vital, both for mums and babies. During our trial week we were keenly observing how each of the kids behaved with us. We also observed the evolution of interesting dynamics amongst the three; but that is a different matter. In spite of occasional hiccups with the kids, we felt our relationship was further blossoming with each of them. We made a habit of discussing and evaluating our whole day’s work at night, in order to learn things and plan for a better next day.
A grandparent, however experienced she or he may be, can be there only to lend an extra, and probably the best, pair of hands to the parents in raising good human beings and better citizens of a country. With proper understanding between parents and grandparents and their roles defined, the latter can be real assets in a family – whether they live under the same roof or nearby. Children need attention, appreciation and validation through engagement; grandparents need company and many do crave to be with their own grandchildren. Young grandchildren, with their innate innocence, do even spiritually uplift grandparents in their old age.
Through this mutual need grandparents can transfer life skills and human values by reading with them, or telling them stories or just spending time with the younger ones. On the other hand, in our age of real loneliness amidst illusory social media friends, they get love, respect and even tender support from their grandchildren. No wonder the attachment between grandparents and grandchildren is often so strong!
In modern society, swamped by individualism and other social ills, raising children in an urban setting is indeed overwhelming. We can no longer recreate ‘community parenting’ in the traditional village environment with the maxim “It needs a village to raise a child’, but we can easily create a productive and innovative role for grandparents to bring about similar benefits.
Raising a Child between Ages 7-12
From a cognitive-development standpoint, this is called a concrete operational period, according to Jean Piaget.
(N.B: Some adults never progress beyond this phase, while 15% of kids may reach the following formal-operational phase at age 9!)
The child now (7-12) may factor in two dimensions of an object simultaneously. So, the longer cup may have less water because it is thinner. However, this is still hard for him/her to perform in the abstract realm, so, they are still uni-dimensional in that respect. Concepts and behaviors are still black and white. It is also hard for the kids in this stage to imagine and solve the structure of a mathematical problem. They cannot think contrary to facts. In other words, you can’t get them to use as a basis for an argument a question like what if the sky rains sugar instead of water?
Socially, Erikson felt that in this period kids develop industry or inferiority. According to his theory, from age six to puberty, children begin to develop a sense of pride in their accomplishments. If encouraged, they feel industrious and confident in their ability to achieve goals.
Based on these observations, we may recommend:
1- Using a lot of hands-on teaching, since they still have limited ability with conceptualization and abstract reasoning.
2- Continue the focus on memorization. If you want them to finish the Quran in 1-2 years, 12 and/or 13 seem to be the prime years for that. This suits some children and some families, not all. If you like a more gradual approach, you should have them start serious memorization at 7, accelerate at 10, and finish by 15-17. Not all kids are meant to memorize the whole Quran though; they can still be educated and pious. Invest in their strengths, not your dreams.
3- Use concrete props and visual aids, especially when dealing with sophisticated material. Use story problems in mathematics.
4- Use open-ended questions that will stimulate thinking and help the child reach the following stage faster. Example: “What do you think about the relationship between the brain and the mind?”; “What do you think about the relationship between prayful-ness and piety?” Make sure you know the right answers!
5- More explanations will be needed, but keep them simple, and even though they should be more detailed than the last stage, they still need to be uni-dimensional. Examples: we obey God because he created us; if we disobey Him, we get punished, and if we obey Him, we get rewarded in this life and in the hereafter. Too early to teach him that “the brokenness of the disobedient is better than the haughtiness of the obedient.” Break it down. Humbleness and obedience are good, while haughtiness and disobedience are bad.
6- Encourage and praise their accomplishments, while making them aware that there is always room for improvement. Continue to encourage initiative-taking and leadership qualities, yet you may also set limits, and make them aware that they will have to always report to someone. Even if there are no people above them, Allah always is. They have to adapt to being leaders and followers at the same time, because that is the reality of all people.
7- This is still a stage of belonging and affiliation to the group, and the child will develop more or less attachment to Islam through his or her experience at the masjid and with the community.
Raising A Child Between Ages 2-7 | Dr Hatem Al Haj
This is called a pre-operational period by Jean Piaget who was focused on cognitive development.
Children this age have difficulty reconciling between different dimensions or seemingly contradictory concepts. One dimension will dominate and the other will be ignored. This applies in the physical and abstract realms. For example, the water in the longer cup must be more than that in the shorter one, no matter how wide each cup is. Length dominates over width in his/her mind.
Throughout most of this stage, a child’s thinking is self-centered (egocentric). This is why preschool children have a problem with sharing.
In this stage, language develops very quickly, and by two years of age, kids should be combining words, and by three years, they should be speaking in sentences.
Erik Erikson, who looked at development from a social perspective, felt that the child finishes the period of autonomy vs. shame by 3 years of age and moves on to the period of initiative vs. guilt which will dominate the psycho-social development until age 6. In this period, children assert themselves as leaders and initiative takers. They plan and initiate activities with others. If encouraged, they will become leaders and initiative takers.
Based on the above, here are some recommendations:
In this stage, faith would be more caught than taught and felt than understood. The serene, compassionate home environment and the warm and welcoming masjid environment are vital.
Recognition through association: The best way of raising your kid’s love of Allah and His Messenger is by association. If you buy him ice cream, take the opportunity to tell them it is Allah who provided for you; the same applies to seeing a beautiful rose that s/he likes, tell them it is Allah who made it. Tell them stories about Prophet Muhammad . Statements like: “Prophet Muhammad was kinder to kids than all of us”; “Prophet Muhammad was kind to animals”; ” Prophet Muhammad loved sweets”; ” Prophet Muhammad helped the weak and old,” etc. will increase your child’s love for our most beloved .
Faith through affiliation: The child will think, “This is what WE do, and how WE pray, and where WE go for worship.” In other words, it is a time of connecting with a religious fraternity, which is why the more positive the child’s interactions with that fraternity are, the more attached to it and its faith he/she will become.
Teach these 2-7 kids in simple terms. You may be able to firmly insert in them non-controversial concepts of right and wrong (categorical imperatives) in simple one-dimensional language. Smoking is ḥarâm. No opinions. NO NUANCES. No “even though.” They ate not ready yet for “in them is great sin and [yet, some] benefit for people.”
Promote their language development by speaking to them a lot and reading them books, particularly such books that provoke curiosity and open discussions to enhance their expressive language. Encourage them to be bilingual as learning two languages at once does not harm a child’s cognitive abilities, rather it enhances them.
This is despite an initial stage of confusion and mixing that will resolve by 24 to 30 months of age. By 36 months of age, they will be fluent bilingual speakers. Introduce Islamic vocabulary, such as Allah, Muhammad , masjid, Muslim, brothers, salaat, in-sha’a-Allah, al-Hamdulillah, subhana-Allah, etc. (Don’t underestimate the effect of language; it does a lot more than simply denoting and identifying things.)
In this pre-operational period, their ability of understanding problem solving and analysis is limited. They can memorize though. However, the focus on memorization should still be moderate. The better age for finishing the memorization of the Quran is 10-15.
Use illustrated books and field trips.
Encourage creativity and initiative-taking but set reasonable limits for their safety. They should also realize that their freedom is not without limits.
Between 3-6 years, kids have a focus on their private parts, according to Freud. Don’t get frustrated; tell them gently it is not appropriate to touch them in public.
Don’t get frustrated with their selfishness; help them gently to overcome this tendency, which is part of this stage.