Have you ever wondered:

‘What can be done to prepare a young child or even a baby for an effective start at learning Quran or Arabic?’

‘Could there be a way that requires no effort whatsoever on their part, but yet is effective and affordable?’

If you had those questions, then you might just be about to discover a free resource for that purpose!

I have created a resource to help prepare pre-Madrassah children to become familiar with Arabic sounds and vocabulary and to naturally internalise segments of the Quran.

So what is the resource?

The resource is entirely Quran audio in video format. What makes it suitable for pre-Madrassah children specifically are two features:

  1. Each page-long audio is repeated 10 times
  2. A variety of reciters were selected, mostly those with melodic recitations
  3. The start and end of pages are emphasised to help connect pages in memory

If you begin this programme from birth, your child will have heard the entire Quran 10 times before they turn 18 months old.

Where is the resource?

The 562 video resource is free for access on youtube.

How does it work?

Quranic recitation is melodic. Any speech that is articulated in a melodic tone is much easier to memorise. This has been proven in latest research into language learning (1). By exposing a baby or a young child to melodic recitation of the Quran, they are more likely to recognise its sounds and vocabulary and internalise some of its segments, which they may later be able to recall with greater ease when they are able to articulate and pronounce words.

In addition, even passive repetition which does not involve active recollection on the part of the recipient can lead to memorisation, according to recent research into memory and language (2) & (3).

‘They’re too young, it’s too early to start’

This is far from true. Babies begin to pay attention to sounds even before they are born. Studies have revealed new-born’s ability to recognise their father’s voices from many other voices, because they heard their fathers’ voices regularly when they were in their mothers’ wombs. If this is their ability before birth, then their ability to pay attention to and recognise sound is even higher after birth. Hence, the more the opportunities they have to listen to the Quran, the more likely they will be able to recognise its sounds and vocabulary and to naturally internalise some of its segments.

Below are quotes from world-renowned child-brain development scholars on young children’s genius and amazing ability to learn:

‘A new-born baby is a Leonardo in the making, with incredible strengths; extraordinary co-ordination… with senses that are already honing in on his new world with incredible speed, precision, capacity and accuracy; and with memory banks that have been gorging themselves on information for most of his nine-months of life to date’. Tony Buzan (4)

‘Between nine months and four years the ability to absorb information is unparalleled, and the desire to do so is higher than it will ever be again. Yet during this period we keep the child clean, well fed, safe from the world about him – and in a learning vacuum’. Glenn Doman (5)

‘At birth your baby’s brain already contains its full complement of one million million brain cells, or neurons’, ‘The ‘size’ in terms of number of brain cells … does not increase. The number of interconnections between the brain cells does increase. The amount by which it increases is determined by the way in which the brain was brought up and taught’. Tony Buzan (4)

‘We can multiply by many times the knowledge he

[the child] absorbs and even his potential if we appreciate his superb capacity for learning and give him unlimited opportunity while simultaneously encouraging him to do so’. Glenn Doman (5)

Explain the content of the resource please

  • There are around 562 audio videos, in addition to morning and evening Dhikr.
  • Each Juzz is in a playlist, but longer Surahs have their own playlists.
  • Each audio file is approximately 30 minutes and contains a recitation of 1 page of the Quran, which is multiplied ten times.
  • There is an Isti’atha at the beginning, a three-second-long pause between each repeated section and a Basmallah at the onset of each Surah.
  • The style of recitation is Tarteel (a medium paced recitation) and the Qira’ah opted for is the Qira’ah of Hafs ‘an Asim.
  • Additionally, a variety of esteemed reciters were selected, such as: Alminshawi, Alhusari, Alghamidi, Alajmi, Idrees Abkar, Maher Al-Maiqly, Mishari Al-Afasi, Nasir AlQatami.
  • Use this downloadable grid to help you mark the audio videos that have been played.

How do I use it?

  • Play 1 audio file every day and tick it off on the downloadable grid.
  • Play the audio files daily if possible. Consistency is crucial.
  • Choose a convenient and comfortable time for the child, for example early in the morning, while having an appetising snack or playing with toys or painting etc.
  • Choose a pleasant place for the child, for example, in the garden, or comfortable place.
  • Do not play the audio file if the child is distressed or is in a negative mood or atmosphere.
  • Do not play the audio file while there is background noise, such as loud T.V. or conversations.
  • It is advisable that you start from the beginning of the Quran.
  • Once you have played all the files, start all over again and aim for better consistency.


Take me to the Resource

Take me to the Grid


(1) Ludke, Karen M, Fernanda Ferreira, and Katie Overy. “Singing Can Facilitate Foreign Language Learning.” Memory & Cognition 42.1 (2014): 41-52.

(2) Saffran, Jenny, Elissa Newport, Richard Aslin, Rachel Tunick, and Sandra Barrueco. “Incidental Language Learning: Listening (and Learning) out of the Corner of Your Ear.” Psychological Science 8.2 (1997): 101-05.

(3) Baddeley, Alan.MmNm., Anderson, Michael C, and Eysenck, Michael W. Memory. 2.nd ed. Hoboken: Taylor and Francis, 2014. p17

(4) Buzan, Tony “Brain Child” Harper Collins: Hammersmith (p3, 199-200)

(5) Doman, Glenn, Doman, Janet “How to Teach Your Baby to Read” Square One Publishers: USA (p19. 26)