بناء قصيدة الطفل وأغراضها عند كل من أحمد شوقي ومحمد محمد الشهاوي

      Shawqi adhered to the vertical form in the composition of his poems for the child, as he didn't care about the renewal in the form of poetry; Perhaps due to his keenness to preserve the poetic heritage and pass it on to the younger generations, while Al-Shahawi’s attitude was different from Shawqi’s in terms of renewal in the form of poetry, he mixed between vertical and free poetry in his poems to the child, despite the predominance of free poetry, but his vertical poetry is no less wonderful than his free poetry. Al-Shahawi was also keen to present the child with scattered poetry, and that pairing between the different types of poetry indicates the culture of Al-Shahawi and his knowledge of the requirements of his time, as well as in line with his desire to preserve the poetic heritage in its traditional form. Activations, as well as freedom from the constraints of rhyme, as his poems were characterized by organic unity and poetic flow, the poem from its beginning to end revolves in one orbit, it is organically coherent in terms of idea, style and meaning, and his free poetry is full of symbols and semantic suggestions.
      Shawqi and El-Shahawi dealt with their poetry for the child a lot of moral, educational, patriotic, aesthetic and social content, and of course all of them are sublime.
      When we try to make balance between Shawqi and Shahawi’s handling of religious content, we find that El-Shahawi used clear and easier terms than Shawky’s words, and he also addressed the content of monotheism, which is the most important religious content at all, and this is a uniqueness for Shahawi.
      It turned out that both Shawqi and El-Shahawi were greatly influenced by the aspects of social life and tried to pass them on to the child; To associate him with the customs and traditions of his society, he grows up enjoying these aspects.
       After examining the previous presentation of the national content presented to the child by Shawqi and Al-Shahawi, we find the following: Shawqi adhered to the lexical language in presenting the content and that lexicallanguage. Children in Shawky’s era did not find it difficult to understand and taste, but it is difficult for the child of today, who suffers from severe linguistic decline Therefore, it is necessary to employ that poetic heritage left by Shawqi to raise the level of the linguistic level of today's child. But Al-Shahawi adhered to simple language, and avoided difficult words, and this is what we hope for in children’s poetry, the quality of the content and the abundance of language As for the educational contents, each of them dealt with them from their own perspective, in proportion to the educational purpose for which they came. It should be noted that there is no separation between educational contents and the rest of the contents.