Designing a Competition for Pre-Maktab Learners

Organising an educational competition for pre-Maktab learners — children typically aged between 3 to 5 years and yet to embark on formal Islamic education — requires a tailored approach that accommodates their developmental stage, attention span, and learning capacity. At this formative age, engagement, enjoyment, and inclusivity are fundamental aspects of learning. A well-designed competition can provide numerous benefits, such as early exposure to Qur’anic recitation, development of confidence, and the fostering of a positive attitude towards religious education.

This article explores key considerations, formats, and best practices for designing a competition suited to the unique needs of pre-Maktab learners, providing insights and examples that educators, community organisers and curriculum developers can use when planning such events.

Understanding Pre-Maktab Learners

Before designing a competition, it is essential to understand the cognitive, emotional, and social development typical of children under five. At this stage, children are:

• Highly responsive to praise and encouragement
• Developing early language and recitation skills
• Limited in terms of sustained concentration and memorisation
• Learning primarily through sensory and interactive methods

Given this profile, the structure and content of any competition must be developmentally appropriate. Activities should prioritise participation and enjoyment over formal assessment.

Objectives of the Competition

While older Qur’an competitions often emphasise memorisation, fluency, and tajweed precision, the aims for pre-Maktab learners are much broader and more foundational. Typical objectives include:

• Instilling love for the Qur’an: Encouraging children to see the Qur’an as something approachable and enjoyable.
• Introducing basic Qur’anic content: Familiarising learners with short Surahs, simple phrases, and Arabic sounds.
• Building confidence: Allowing young participants to speak or recite in front of others in a supportive environment.
• Fostering positive parent engagement: Involving parents in the preparation and celebration of their child’s learning.

These objectives should guide every aspect of competition design, from content selection to awarding methods.

Types of Suitable Competition Activities

Given the cognitive and emotional needs of pre-Maktab learners, certain competition formats are more suitable than others. Below are examples of activities that align with best practices in early childhood education:

1. Short Surah Recitation

Encourage children to recite brief, commonly known Surahs such as al-Fātiḥah, al-Ikhlāṣ, al-Falaq, and an-Nās. These are often taught at home and may already be memorised with parental help. Allowing children to recite one of their choosing promotes confidence and reduces anxiety.

2. Arabic Sound or Letter Identification

A basic Arabic alphabet recognition activity can be designed where children identify or repeat certain sounds or letters. This helps lay the foundation for reading and pronunciation skills without placing performance pressure on the learner.

3. Story-Based or Thematic Recitation

Using Qur’anic stories or themes relevant to the child’s understanding (e.g., the story of Prophet Nūḥ or the virtues of kindness) can anchor the recitation in a more meaningful narrative for the child.

4. Group or Sibling Recitation

Allow children the option to recite with a sibling, in pairs or in small groups. This reduces the pressure of individual performance, particularly for first-time participants.

5. Nasheed or Rhythmic Recitation

Some competitions incorporate simple nasheeds or rhythmic recitations of popular duʿās (e.g., duʿā before eating or sleeping). These are effective in engaging children while subtly reinforcing Islamic manners.

Designing the Competition Structure

A well-organised structure ensures clarity for participants, parents, and observers. The competition process should be simple, consistent, and paced to suit young children.

1. Age Grouping

To manage expectations and make comparisons fairer, divide participants into smaller age brackets, such as:

• 3-year-olds
• 4-year-olds
• 5-year-olds

This allows for age-appropriate content and assessment, while also acknowledging developmental differences.

2. Event Duration

Keep the overall event duration short. Aim for a maximum of two hours, including breaks and awards. Individual participation times should not exceed 2–3 minutes.

3. Venue and Setting

Host the event in a familiar and child-friendly setting such as a nursery, local madrasa, or community hall. Ensure there is adequate seating for families and a welcoming environment with visual aids (e.g., balloons, posters, smiley faces).

4. Cueing and Support

Judges or facilitators may support younger children who forget or freeze during their turn. This “prompting” approach focuses on positive reinforcement rather than penalisation.

Assessment and Judging

In contrast to older children’s competitions, assessment in pre-Maktab competitions should be informal, encouraging, and holistic. Rather than focusing strictly on accuracy or fluency, judges may consider:

• Participation effort: Did the child take part sincerely and make a visible attempt?
• Confidence: Was the child comfortable on stage, regardless of mistakes?
• Clarity of basic words or phrases: Did the child attempt correct pronunciation?
• General attitude and enthusiasm: Was the child responsive and engaged?

Judges should be trained to remain warm and encouraging, avoiding harsh corrections. Feedback (if given) should be shared privately with parents, focusing on progress rather than shortcomings.

Prizes and Recognition

At this young age, the goal of recognition is to celebrate participation rather than rank achievement. Some recommended approaches include:

• Every child receives a prize: For example, a certificate, medal, or book — regardless of performance.
• Use of collective categories: Such as “Best Effort”, “Most Confident”, “Sweetest Recitation”, etc.
• Group photograph and celebration: Helps reinforce a sense of accomplishment and inclusion.

Ensure that awards do not reinforce comparisons that might demotivate less confident children. Avoid ranking (e.g. first, second, third) unless absolutely necessary and justified by the competition’s objectives.

Parental Involvement and Guidance

As primary caretakers, parents play a central role in helping young children prepare. Organisers can support this by:

• Sharing preparation guidelines or example recordings
• Holding rehearsal or practice sessions
• Encouraging positive language about the competition
• Advising on child-friendly revision routines (e.g. listening to audio surahs at bedtime)

It is essential to manage parental expectations that may verge on competitiveness. Emphasise enjoyment and learning as the main goals of participation.

Logistics, Safety, and Accessibility

Competition logistics must cater to the specific needs of young children and their caregivers. Consider the following:

• Onsite facilities: Toilets, baby changing areas, and space for pushchairs.
• Safe and supervised waiting areas: Colouring tables, soft play or quiet corners.
• Scheduling flexibility: Allow slots for children who may arrive late or require breaks.
• Photo permissions: Collect clear consent for recording or photographing children.

These practices help reduce stress for both children and parents, contributing to a smoother and more rewarding event for all involved.

Post-Competition Reflections

Following the event, organisers and educators may benefit from gathering feedback and reflecting on key outcomes:

• Did children appear to enjoy the experience?
• Were the objectives met in terms of engagement and basic learning?
• Which formats or activities were most effective or engaging?

Such reflections contribute to continuous improvement and can be documented for future planning, especially if the competition becomes an annual event.

Conclusion

Designing a competition for pre-Maktab learners requires a sensitive, age-appropriate, and inclusive approach. When aligned with early learning principles and Islamic values, such events can enrich a child’s first encounters with the Qur’an, making it a joyful and meaningful experience. By focusing on participation over performance, structured preparation, and parent-child engagement, organisers can foster confidence, enthusiasm and a lifelong connection to learning within each participant.

If you need help with your Quran competition platform or marking tools, email info@qurancompetitions.tech.