Al-Athfal: Jurnal Pendidikan Anak, ISSN Print: 2477-4189; Online: 2477-4715, published by Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta. Al-Athfal: Jurnal Pendidikan Anak aims to provide a forum for consideration of issues and for the exchange of information and ideas on research and practice in the field of children’s education in Muslim society. Al-Athfal: Jurnal Pendidikan Anak features original research in children’s education in Muslim society from around the world. With this as its main focus, it should be emphasized that the definition of education contains parenting and its multidisciplinary approach, covering all related fields, including Islamic religion, psychology, sociology, child’s health and social work. Topics of interest include, but are not limited to: - Children's education in Islamic perspective - Children's relationship with family and Muslim community - General Health and Family Practice - Cross-cultural education for children - Educational environment, curriculum and assessment - Child psychology, growth and development
Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process. It can lead to productive exchanges and earlier and greater citation of published work.
Examining the Emergence of Computational Thinking through Unplugged Coding Games in Early Childhood: Evidence from a Multiple Case Study in Indonesia
Purpose – Computational Thinking (CT) is widely recognized as a key competency in 21st-century education; however, its implementation in early childhood settings remains predominantly associated with digital technologies, leaving its development in low-resource contexts underexplored. This study aims to examine how CT skills emerge through unplugged coding games in early childhood education and to identify the contextual factors shaping their implementation. Design/methods/approach – This study employed a qualitative multiple case study design across three early childhood education settings in Surakarta, Indonesia. Data were collected through six weeks of non-participatory classroom observations and semi-structured interviews with teachers. Observational data were analyzed using a computational thinking framework, while interview data were examined inductively to uncover enabling and constraining factors. Findings – Findings reveal that unplugged coding games, grounded in concrete materials and play-based activities, facilitate the emergence of core CT skills, including sequencing, decomposition, pattern recognition, abstraction and problem-solving. These skills develop through embodied, collaborative, and iterative play processes, where children actively construct solutions within meaningful contexts. However, teachers tend to mediate these processes implicitly, often without explicitly recognizing or articulating them as CT practices, which may limit pedagogical intentionality. Research implications/limitations – The study is limited to three cases within a single regional context and a relatively short observation period, which may constrain the transferability of findings. Nevertheless, it contributes to the conceptualization of CT as a socially mediated and play-based learning process in early childhood, extending beyond technology-centric approaches. Practical implications – The findings highlight the feasibility of integrating CT into early childhood education through unplugged, play-based pedagogies, offering an accessible and contextually adaptable approach for low-resource settings. Originality/value – This study advances the CT literature by demonstrating that computational thinking can emerge through non-digital, play-based interactions in early childhood contexts, challenging dominant technology-driven paradigms and providing empirical evidence from the Global South to broaden theoretical and geographical representation in the field. Paper type Research paper
Copyright (c) 2026 Qonitah Faizatul Fitriyah, Tri Asmawulan, Atika Tsania Faza, Khadijah Wafa, Taufik Eko Susilo http://creativecommons.org/licenses/by-nc/4.0
Unveiling Religious Moderation in Early Childhood Education in Indonesia: The Interplay of Agency and Hidden Curriculum in Kindergarten
Purpose – This study investigates how religious moderation is cultivated in inclusive early childhood education through the interaction between agency and hidden curriculum, with particular attention to the roles of teachers, school leaders, parents, and children. Design/methods/approach – This study employed a qualitative case study design at TK Pedagogia Yogyakarta, an inclusive early childhood education institution in Yogyakarta, Indonesia, involving seven informants: one principal, four teachers, one parent, and one student. Data were collected through classroom and school observations, semi-structured interviews, and document analysis, and were analyzed using thematic analysis to examine how religious moderation was produced through everyday routines, interactions, and symbolic practices. Findings – The findings show that religious moderation was not formed primarily through formal instruction, but through the practical organization of school life. Teachers, school leaders, parents, and children collectively shaped inclusive dispositions through routines, relational practices, interfaith activities, and symbolic forms of participation embedded in the school culture. Values such as tolerance, balance, justice, cooperation, and respect for difference were internalized through repeated interaction, emotional safety, and dialogical learning. The hidden curriculum was central in mediating the institutional reproduction of moderation, enabling it to become socially embodied rather than merely declared as a normative ideal. Research implications/limitations – Based on a single inclusive institution under supportive conditions, the findings have limited transferability and do not fully capture power asymmetries, subtle exclusions, or children’s longer-term meaning-making. Future studies across diverse, culturally grounded contexts—particularly in Muslim societies—are needed to assess the stability, adaptability, and contestation of the identified mechanisms. Practical implications – Religious moderation in early childhood education cannot rely on curriculum alone; it depends on how pluralism is enacted through everyday pedagogy and institutional culture. Advancing this agenda requires integrated support in teacher preparation, relational climate, pedagogical resources, and family engagement to embed moderation as lived practice. Originality/value – This study shows that religious moderation is institutionally produced through the interaction of agency and the hidden curriculum, extending beyond formal curriculum discourse and foregrounding culturally grounded dynamics in Muslim and other underrepresented early childhood contexts. Paper type Research paper
Copyright (c) 2026 El Chamberlain Q. Abellana, Ryan Angga Pratama, El Atmani Zineb, An Nisaa Fitri Nugraheni http://creativecommons.org/licenses/by-nc/4.0
Governing the Commodification of Abuse: Platform Liability and Double-Sanction Reform for CSAM in Indonesia
Purpose – This article examines how Indonesian digital law addresses Child Sexual Abuse Material (CSAM) when abuse is circulated and monetized through platform-based infrastructures. It argues that the present regime addresses end users more directly than platform-enabled circulation and therefore misaligns liability with the digital organization of harm. Design/methods/approach – This article uses normative legal research with statute, case, conceptual, and comparative approaches. It analyzes Indonesian legislation, selected court decisions, enforcement records, and publicly available platform-policy materials, with functional comparison to the European Union’s Digital Services Act and the United Kingdom’s Online Safety Act. Mosco’s political economy of communication guides the conceptual analysis. Findings – The analysis identifies a bifurcated liability structure: individual offenders are addressed primarily through criminal sanctions, while platform accountability remains concentrated in administrative compliance and nominal fines. The DY case documents a direct linkage between paid access, platform infrastructure, and payment mechanisms in CSAM circulation. The analysis further finds that nominal sanctions are poorly aligned with platform scale and that digital access revocation remains legally unstable without explicit statutory grounding and proportionality safeguards. Research implications/limitations – This article is confined to publicly accessible legal and regulatory materials and adopts a doctrinal approach without empirical validation. Consequently, it does not interrogate how enforcement capacity, platform governance mechanisms, or digital access restrictions operate in practice or shape behavioural outcomes. Practical implications – The findings underscore the need to recalibrate child-protection regulation in digital environments through more differentiated sanctioning logics, enhanced audit and oversight capacity, and clearer doctrinal thresholds for platform liability. They further call for narrowly tailored, legally reviewable digital access restrictions that balance effective harm prevention with proportionality and due process guarantees. Originality/value – This article advances the legal scholarship on digital sexual exploitation by embedding a political economy perspective that foregrounds the structural role of platform infrastructures in organising harm. It introduces a theoretically grounded double-sanction framework that aligns turnover-based corporate liability with reviewable digital access revocation for repeat offenders, thereby reconfiguring the nexus between economic accountability and behavioural deterrence. Paper type Research paper
Copyright (c) 2026 Ahmad Jamaludin, Ratu Arti Wulan Sari, Dandi Ditia Saputra http://creativecommons.org/licenses/by-nc/4.0
Muslim Parental Involvement in Indonesian Islamic Primary Schools: Gendered Caregiving, Religious Responsibility, and Uneven School Participation
Purpose – Current parental involvement research remains largely shaped by school-centred frameworks that give greater visibility to institutionally recognised forms of participation than to home-based educational labour. This study examines how Muslim parents in Indonesian Islamic primary schools understand and enact parental involvement, with particular attention to religious responsibility, gendered caregiving, and participation in school-based structures. Design/methods/approach – The study uses an interpretive qualitative multiple-case design based on in-depth interviews with 10 Muslim parents, comprising 6 mothers and 4 fathers, whose children attend a public madrasah ibtidaiyah, a private madrasah ibtidaiyah, and an integrated Islamic primary school in Yogyakarta, Indonesia. Participants were selected purposively to capture varied parental experiences across different Islamic schooling contexts. Data were analysed thematically to identify recurring patterns in how parental roles, caregiving practices, and relations with school authority were understood and negotiated. Findings – The findings indicate that parental involvement was understood primarily as a religious and moral responsibility enacted through home-based educational labour, including academic support, character formation, and religious guidance. These responsibilities were strongly gendered, with mothers assuming the main role in children’s everyday educational care. Parents’ participation in formal school decision-making remained limited and largely consultative, but this did not necessarily indicate disengagement. Rather, much of their educational involvement took place outside school-recognised forms of participation. Research implications/limitations – Based on a small qualitative sample, the study offers a contextualised rather than generalisable account of Muslim parental involvement. Its findings suggest that parental involvement frameworks need more critical examination in global educational research, especially in Muslim societies and other culturally grounded, underrepresented settings where educational responsibility extends beyond school-recognised participation. Practical implications – The findings suggest that school leaders and teachers need more inclusive ways of recognising home-based caregiving as part of parental involvement, while also creating clearer and more meaningful avenues for parental participation in school life. Originality/value – This study provides contextual evidence from Indonesian Islamic primary schools, highlighting the limits of school-centred models in capturing religious, gendered, and home-based parental involvement. It contributes to global educational theory by supporting the pluralisation of parental involvement research, particularly by foregrounding Muslim societies, the Global South, and other underrepresented contexts. Paper type Research paper
Copyright (c) 2026 Niswatin Faoziah http://creativecommons.org/licenses/by-nc/4.0
Parental Health Literacy and Nutritional Practices as Predictors of Stunting Prevention in Rural Indonesia: A Rasch Analysis
Purpose – Stunting remains a critical threat to early childhood development, with impacts on both physical growth and long-term cognitive outcomes, yet prevention efforts remain uneven. This study examines the role of parental health literacy in translating nutritional awareness into consistent daily feeding practices to support stunting prevention. Design/methods/approach – This study used a descriptive survey design with Rasch analysis to examine parental health literacy and parental attention to children’s nutritional needs in the context of stunting prevention. The study involved 176 parents of young children in Sukabumi Regency, Indonesia, selected through random sampling. Questionnaire data were used as the main source of analysis, while observations and brief conversations with parents were used only as contextual support in interpreting the setting. Rasch modeling was employed to assess item functioning, reliability, separation, and the distribution of respondents and items on the same logit scale. Findings – The findings indicate that parents more readily endorsed general forms of nutritional concern than structured feeding practices requiring consistent regulation of meal portions and meal times. This suggests that parental health literacy functions as an enabling condition, but does not automatically translate into stable household practice. The Rasch results showed strong measurement performance, with person reliability of 0.93, item reliability of 0.99, Cronbach’s alpha of 0.94, person separation of 3.63, and item separation of 13.67. Taken together, the results point to a meaningful gap between nutritional awareness and the practical organization of everyday feeding routines, which is where prevention appears most vulnerable. Research implications/limitations – The findings indicate that the main challenge in stunting prevention lies not in parental knowledge alone but in the consistent enactment of household feeding routines, positioning health literacy within everyday caregiving practices and constraints. The study is limited by self-reported data and a cross-sectional design, which preclude causal inference and longitudinal verification of child growth outcomes. Practical implications – The results suggest that interventions should move beyond general nutrition awareness toward strengthening routine-based practices such as portion control, meal timing, and balanced diet planning. These insights inform policymakers, health educators, early childhood practitioners, and families in designing more actionable, context-sensitive prevention strategies at the household level. Originality/value – This study advances stunting research by analytically distinguishing parental health literacy from the practical regulation of children’s feeding routines. By applying Rasch analysis to map differential item difficulty, it reveals a critical gap between nutritional awareness and structured practice, offering a grounded perspective for family-based prevention in rural and Global South contexts. Paper type Research paper
Copyright (c) 2026 Lia Kurniawaty http://creativecommons.org/licenses/by-nc/4.0
Assessing Scientific Thinking in Early Childhood: Cross-Sectional Evidence for a Six-Dimensional Hierarchical Structure in Indonesian Preschoolers
Purpose – Scientific thinking in early childhood remains understudied in non-Western contexts, with many existing models derived from Western samples and limited to two or three dimensions. This study examines a six-dimensional hierarchical framework proposing that domain-general cognitive capacities (Attention & Focus, Working Memory, Problem Solving) support domain-specific scientific competencies (Observation Skills, Prediction & Reasoning, Experimentation) in Indonesian preschoolers aged 4–6 years. Age-related patterns, gender differences, and institutional-type differences are also investigated. Design/methods/approach – Using a quantitative cross-sectional design, data were collected from 105 children (4–6 years) enrolled in secular and Islamic early childhood education institutions in South Sulawesi, Indonesia. Scientific thinking was assessed using the Scientific Thinking Assessment for Early Childhood (STAEC), a 25-item teacher-rated instrument developed through expert review and pilot testing with 30 teachers. Analyses included descriptive statistics, reliability analysis, Pearson correlations, ANOVAs, and t-tests to evaluate interdimensional relationships and group differences. Findings – Results provided initial cross-sectional evidence consistent with a six-dimensional hierarchical organization of early scientific thinking. Domain-general capacities were strongly intercorrelated (r = .796–.831) and showed higher mean scores than domain-specific competencies, suggesting a foundational role. Working memory displayed the strongest associations with advanced competencies, particularly prediction & reasoning and experimentation. A significant age-related difference emerged only for observation skills, whereas other dimensions showed non-significant developmental trends. No gender differences were observed across any dimension, and no differences emerged across secular and Islamic institution types. Research implications/limitations – The cross-sectional design limits developmental and causal inferences. Teacher ratings may introduce rater bias and do not capture moment-to-moment reasoning processes. The single-region sample constrains generalizability; future research should use longitudinal, larger, multi-region, and multi-method designs. Practical implications – Early childhood programs should strengthen foundational cognitive capacities while providing explicit, developmentally appropriate support for prediction and experimentation, and maintain equal learning expectations across genders and educational settings. Originality/value – This study offers initial empirical support for a multidimensional hierarchical model of early scientific thinking in a non-Western context, including secular and Islamic early childhood education settings. Paper type Research paper
Copyright (c) 2026 Subhan Subhan, Lalu Mohammad Abid Zainul Puad, Anies Listyowati http://creativecommons.org/licenses/by-nc/4.0
Islamic-Based Neuroparenting, Emotional Intelligence, and Character Development in Indonesian Muslim Diaspora Early Childhood in Australia: A Sequential Explanatory Mixed-Methods Study
Purpose – This study develops and tests an Islamic-based neuroparenting framework to strengthen emotional intelligence and character formation among Indonesian Muslim diaspora children (4 to 6 years) in Australia. Design/methods/approach – A sequential explanatory mixed-method design was used. Survey data from 150 Indonesian diaspora parents across three Australian regions were analysed with SEM-PLS. Measures assessed Islamic-based neuroparenting, children’s emotional intelligence, and character development. Follow-up semi-structured interviews with 15 parents were analysed thematically to explain the statistical patterns. Findings – Mean scores were high for neuroparenting (M = 4.30), emotional intelligence (M = 4.18), and character development (M = 4.26). Islamic-based neuroparenting predicted emotional intelligence (β = 0.58, p < 0.001) and character development (β = 0.52, p < 0.001). Emotional intelligence predicted character development (β = 0.47, p < 0.001). Explanatory power was moderate to strong (R2 = 0.34 for emotional intelligence; R2 = 0.49 for character). Interviews highlighted parental self-regulation, affective closeness, and daily Islamic routines as mechanisms supporting children’s calming, empathy, and prosocial behaviour. Research implications/limitations – The study provides empirical evidence for integrating Islamic values and neuroscience in parenting models, though its generalizability is limited to Indonesian diaspora families in Australia. Future research may extend this work by comparing diaspora communities across different cultural settings or by examining longitudinal outcomes. Practical implications – The model can guide parents, early childhood educators, Muslim schools, and community organisations in designing parenting support that prioritises emotional responsiveness, developmentally appropriate stimulation, and consistent value transmission across home and school contexts. Originality/value – The study operationalises an integrative diaspora parenting model that synthesises neurodevelopmental principles with Islamic moral and spiritual values, supported by mixed-method evidence. Paper type Research paper
Copyright (c) 2026 Maulidya Ulfah, Prima Suci Rohmadheny, Diah Andika Sari http://creativecommons.org/licenses/by-nc/4.0
Exploring Preschool Teachers' Perspectives on Pedagogical Integration of Coding in Early Childhood Classrooms
Purpose – This study aims to explore preschool teachers’ perspectives on the pedagogical integration of coding in early childhood classrooms. As coding is increasingly introduced as part of early digital literacy, understanding teachers’ perspectives is essential for designing developmentally appropriate and context-sensitive practices in Indonesian early childhood education. Design/methods/approach – This study employed A qualitative descriptive design to capture teachers’ experiences, interpretations, and classroom considerations regarding coding integration. Five ECE (Early Childhood Education) teachers were selected through purposive sampling based on teaching experience, exposure to digital learning activities, and willingness to participate. Data were collected through semi-structured interviews and analyzed using thematic analysis through transcription, open coding, categorization, and theme development. Trustworthiness was strengthened through member checking, repeated reading of transcripts, and analytic memoing. Findings – The analysis generated eight interrelated themes. Three core findings emerged. First, teachers showed conceptual ambiguity in defining coding, indicating that coding is still understood unevenly in ECE settings. Second, teachers experienced pedagogical tension between digital learning demands and principles of child development, which led to a strong preference for unplugged and play-based coding activities. Third, structural constraints, including limited facilities, insufficient training, and the absence of clear curriculum guidance, restricted consistent implementation. Despite these constraints, teachers recognized coding as potentially beneficial for children’s logical thinking, creativity, problem-solving, and collaboration. Research implications/limitations – This study contributes empirical insight from a developing-country context in which coding in early childhood education remains underexplored. However, The small number of participants and the interview-based design limit broader transferability. Further studies involving more diverse settings, classroom observations, and comparative contexts are needed. Practical implications – The findings underline the need for sustained teacher professional development, accessible teaching resources, and contextual curriculum guidance for play-based coding integration. In low-resource contexts, unplugged coding can function as a realistic pedagogical entry point before the gradual use of digital tools. Originality/value – This study contributes to the discourse on early childhood coding education by foregrounding teachers’ perspectives in the Indonesian ECE context. It positions coding not merely as a technological innovation, but as a pedagogical practice negotiated through developmental considerations and structural limitations. Paper type Research paper
Copyright (c) 2026 Sari Gusmawanti, Euis Kurniati, Rita Mariyana http://creativecommons.org/licenses/by-nc/4.0
Father Absence in Long-Distance Marriage and Early Childhood Self-Confidence in Indonesia: A Qualitative Phenomenological Study Integrating Attachment and Ecological Systems Theory
Purpose – This study examines how father absence within long-distance marriage (LDM) arrangements influences the development of children’s self-confidence, with particular attention to gender-specific vulnerabilities. The analysis is framed through an integrated perspective combining attachment theory and ecological systems theory to explain how relational and contextual factors shape children’s socio-emotional outcomes. Design/methods/approach – Employing a qualitative phenomenological design, this study involved eight participants (five mothers and three early childhood teachers) from Pekanbaru City, Riau Province, Indonesia. Data were collected through semi-structured interviews and analyzed by applying bracketing, extracting meaning units, clustering meanings, and synthesizing the essence of participants’ lived experiences through iterative verification against the transcripts. Findings – Three principal findings emerged. First, fathers in LDM arrangements were described as having lower parenting self-efficacy and often delegated daily caregiving to mothers. Second, children in LDM families were reported to show lower self-confidence, expressed through clinginess, fearfulness, and heightened anxiety consistent with disrupted attachment-related security. Third, participants’ accounts suggested gendered patterns: girls were more often described as insecure and sometimes compensatorily self-reliant, whereas boys were more often described as showing reduced confidence alongside externalizing behaviors such as aggression. Research implications/limitations – The findings extend Western father-absence literature by validating these theories within the Indonesian context, demonstrating that virtual presence (video calls, periodic visits) maintains emotional connection but cannot fully support the consistent responsiveness required for secure attachment development. Practical implications – Policy and intervention programs should focus on strengthening paternal self-efficacy and increasing the quality and frequency of father–child interactions despite geographical separation. Family education initiatives, school-based guidance services, and accessible mental health support should address qualitative relational dimensions that promote attachment security and children’s self-confidence. Originality/value – This study uniquely examines LDM-induced father absence in Indonesia, distinguishing structural absence from relational abandonment, and demonstrating that extended family support, though culturally significant, provides only partial compensation for paternal absence in early childhood development. Paper Type Research paper
Copyright (c) 2026 Ria Novianti, Ainama Nafisa Putri, Ilga Maria, Daniel Mpolomoka http://creativecommons.org/licenses/by-nc/4.0
Integrating Islamic Values and Madurese Local Wisdom in Early Childhood Financial Literacy: Evidence from a Qualitative Multi-Site Case Study
Purpose – Financial literacy in Indonesia remains uneven, while early childhood financial education tends to emphasize cognitive skills and marginalize religious and cultural dimensions, particularly in Muslim-majority contexts. This study examines the integration of Islamic values and Madurese local wisdom through transformative learning in early childhood financial literacy education. Design/methods/approach – This qualitative multi-site case study involved 15 participants from two Islamic kindergartens in East Java, comprising eight teachers, two principals, and five parents. Data were collected over six months through non-participatory observation, semi-structured interviews, and document analysis. Data analysis followed Braun and Clarke’s reflexive thematic analysis. Trustworthiness was enhanced through methodological triangulation, member checking, and peer debriefing. Findings – The analysis identified three interrelated themes. The first concerns a pedagogical paradigm shift from teacher-centered to student-centered learning, mediated by the use of local wisdom as experiential learning resources, through the Beyond Centers and Circle Time model. The second theme highlights experiential entrepreneurship development through activities such as cooking classes, Market Day programs featuring Madurese products, and structured charitable practices. The third theme addresses the integration of values-based financial literacy, in which Islamic economic principles, including halal–haram considerations, charity, and social responsibility, are embedded in everyday financial learning activities. Across these themes, implementation was characterized by variation in children’s understanding, ongoing teacher mediation, and developmental constraints. Research implications/limitations – The findings indicate that values-integrated transformative learning can strengthen early childhood financial literacy by connecting economic concepts with ethical and cultural meanings. However, generalizability is limited by the small sample, Madurese cultural context, six-month duration, and qualitative design. Practical implications – Early childhood financial literacy in Muslim-majority settings may be enhanced through integrating Islamic values and local culture, supported by teacher capacity building, family–school collaboration, and pedagogical flexibility. Originality/value – This study contributes to values-integrated financial literacy and transformative pedagogy by showing that ethical, cultural, and economic learning develops through negotiated classroom practices rather than linear processes, with relevance across diverse sociocultural contexts.
Copyright (c) 2026 Ria Astuti, Ardhana Reswari; Muammar Qadafi, Fadilah; Selfi Lailiyatul Iftitah, Luthfatun Nisa' http://creativecommons.org/licenses/by-nc/4.0
Between Tradition and Digitalisation: Negotiated Mediation in Early Childhood Parenting Among Kiai Families in Sumenep Indonesia
Purpose – This study investigates how Kiai families in Sumenep, Madura, mediate digital technology in early childhood parenting through value-based filtering grounded in Islamic traditions. Design/methods/approach – An ethnographic study with phenomenological sensitivity was conducted over four months. Data were collected through participatory observation of five kiai families and in-depth interviews with ten key informants (five kiai and five nyai). Thematic analysis was employed, involving open coding, axial coding, and interpretive synthesis to identify patterns of technology negotiation. Findings – Kiai families predominantly refused children's ownership of personal digital devices, prioritising direct parent-child interaction and physical play. Technology access was filtered through religious considerations, with children exposed only to pre-selected Islamic content under strict parental supervision. However, enforcement remained inconsistent due to practical constraints, and indirect exposure through extended family networks produced observable behavioural changes, including adoption of digital expressions, reduced participation in religious routines, and shifts from active to passive play. Nyai reported greater stress in managing boundary violations, revealing gendered dimensions of mediation labour. Interpretations of problematic change were contested across kiai, nyai, and non-kiai informants. Research implications/limitations – This study demonstrates that resistance to digital parenting reflects value-based negotiation rather than technological illiteracy, challenging dominant digital parenting frameworks widely used in scholarship worldwide. By introducing negotiated mediation, the study extends parental mediation theory by foregrounding religious authority and culturally embedded conceptions of childhood as analytically significant. Limitations include the small sample size, cultural specificity of the pesantren context in Sumenep, the four-month observation period, and potential researcher bias. Findings may not be directly transferable to other religious or non-religious settings. Practical implications – Community-based digital parenting programmes should integrate religious perspectives and involve local religious leaders to increase acceptance. Educational interventions must balance digital literacy with the preservation of community values rather than imposing universal models. Originality/value – This study introduces negotiated mediation as an analytical framework explaining how religious authority shapes parental responses to digitalisation through dialectical processes between Islamic values and technological realities. It addresses a gap in the digital parenting literature by foregrounding perspectives from a religiously conservative community, thereby challenging urban-centric and secular assumptions in existing research. Paper type Research paper
Copyright (c) 2026 Thorik Aziz, Mahmud Arif, Nurjannah Nurjannah http://creativecommons.org/licenses/by-nc/4.0
Negotiating Masculinity in Early Childhood Education: Relational Authority and Workforce Diversification among Male Teachers in Indonesia
Purpose – This study examines how male teachers in Early Childhood Education (ECE) renegotiate masculine identity within a historically feminized profession in Indonesia. It demonstrates how authority is reorganized through relational pedagogy and emotional regulation, situating masculinity negotiation within debates on workforce diversification, teacher quality, and inclusive education under SDG 4. Design/methods/approach – This study employed an Interpretative Phenomenological Analysis (IPA) design to explore the lived experiences of six male Early Childhood Education teachers from three regions. Primary data were generated through in depth semi structured interviews, which formed the basis for idiographic thematic analysis and cross case interpretation. A national Focus Group Discussion involving 162 male teachers was observed as contextual support without contributing to theme development. Analysis was conducted through case by case interpretation informed by hegemonic masculinity theory, supported by audit trails and reflexive documentation to ensure trustworthiness. Findings – The findings reveal a layered reconfiguration of masculinity across micro, meso, and macro contexts. At the classroom level, authority is stabilized through emotional self-regulation and co-regulative interaction rather than dominance. At the symbolic level, leadership and paternal imagery are recalibrated through dialogical engagement and professional competence, including STEM-based pedagogical practice. At the collective level, professional networks function as stabilizing infrastructures that reframe individual doubt as structural negotiation. Within Muslim-majority society, moral vocabulary operates as a contextual resource that reinforces professional legitimacy without displacing the central focus on educational quality. Research implications/limitations – The study contributes to international scholarship by demonstrating how masculinity in ECE can be institutionally stabilized through relational practice and communal embedding in Global South contexts. Limitations include the qualitative and context-bound design, absence of cross-national comparison, and reliance on teachers who remain in the profession, suggesting directions for longitudinal and comparative research. Practical implications – The findings inform teacher education and policy discussions on workforce diversification, highlighting how gender-sensitive pedagogy, emotional literacy, and professional community support can enhance retention and legitimacy of male teachers in ECE systems. Originality/value – By identifying the micro-level mechanisms through which masculine authority is reconstructed in everyday ECE practice, this study advances understanding of gender negotiation within Muslim-majority societies. Paper type Phenomenological Qualitative Study
Copyright (c) 2026 Issaura Dwi Selvi, Suyadi, Ro'fah, Sigit Purnama http://creativecommons.org/licenses/by-nc/4.0
Hexis of the Body and the Project of Active Piety in Islamic Early Childhood Education in Solo
Purpose – This study addresses the limited scholarly attention given to the role of the body in shaping religious piety within early childhood education, particularly in Islamic-based institutions. While most studies on piety emphasize cognitive, doctrinal, or socio-political dimensions, little is known about how bodily practices contribute to the internalization of religious values from an early age. Therefore, this research aims to reveal the significant role of the body in the project of piety within Islamic-based Early Childhood Education institutions, specifically Raudlatul Athfal (RA) Ummah 5. In teaching Islam, RA Ummah 5 emphasizes the importance of bodily discipline. Design/methods/approach – This research employed an ethnographic approach. Data collection was conducted through participatory observation to capture children’s activities during both classroom and outdoor learning processes. In addition, in-depth interviews were carried out with the RA principal and teachers, and relevant documents were gathered to strengthen the findings. Through the ethnographic approach, the study explored the specific cultural patterns practiced at RA Ummah 5. Data were analyzed using Miles, Huberman, and Saldaña’s framework, which includes data collection, display, reduction, and verification/conclusion drawing. Findings – The piety project developed at RA Ummah 5 cannot be linked to the market or radicalism; instead, the institution defines its own model of piety based on foundational texts (the Qur’an and Hadith) interpreted textually. This aligns with the ideology rooted in the practices of the Prophet and the third generation of Muslims after him. Bodily practices reflect a discursive Islamic tradition connected to the past and validated by the continuity of practices transmitted across generations. In other words, RA Ummah 5 seeks to construct a future Islam that mirrors the past, distancing itself from modernity by reviving and sustaining traditional Islamic practices. Research implications/limitations – This study is limited in scope as it focuses on a single institution with a small number of respondents. Future research should expand to include more diverse contexts and participants to provide deeper and more comprehensive insights. Researchers should also develop a broader understanding of the research setting to enhance data collection. Practical implications – The findings provide new insights for educators, suggesting that hexis can serve as a means of shaping and controlling children’s behavior to achieve specific educational visions. Originality/value – This study contributes to the literature by demonstrating how RA Ummah 5 constructs its own version of piety—nurturing a rabbani generation that is spiritually, emotionally, and intellectually intelligent. The form of piety developed through bodily hexis is neither dictated by the market nor aligned with radicalism, as often emphasized in prior studies. Instead, this research highlights how bodily hexis is strategically employed as a medium for transmitting and internalizing Islamic values in early childhood education, in accordance with the ideology constructed by the school. Paper type Research paper
Copyright (c) 2025 Nur Tanfidiyah, Sangkot Sirait http://creativecommons.org/licenses/by-nc/4.0
Strategies of Early Childhood Teachers in Implementing the Pancasila Student Profile through Differentiated Learning: A Case Study
Purpose – The COVID-19 pandemic has led to noticeable behavioural changes and negative character traits among Indonesian children, as evidenced by a decline in the national student character index. The Pancasila student profile, a framework for character and competency development within Indonesia's Merdeka Curriculum, aims to address these challenges. This study examines how the Pancasila student profile is implemented through differentiated learning in Early Childhood Education (ECE) Penggerak Schools in Banda Aceh, providing insights into effective strategies for holistic child development. Design/methods/approach – This qualitative case study was conducted in two ECE institutions (one public, one private) participating in the Penggerak School Program. Data were collected through interviews with two kindergarten teachers, classroom observations, and document analysis. Thematic analysis was applied to identify key implementation strategies. Findings – The study revealed six key strategies for integrating the Pancasila Student Profile into ECE Penggerak schools through differentiated learning: (1) internalizing Islamic values in learning materials, (2) fostering child-led activity choices, (3) employing diverse teaching methods, (4) utilizing varied learning media, (5) engaging parents and the community (Tri-Sentra Pendidikan), and (6) adapting project-based learning flow to school contexts. Research implications/limitations – While the study provides valuable insights, its findings are limited to two schools in Banda Aceh, restricting generalizability. The short duration (two weeks) and reliance on teacher perspectives may also affect depth. Future research should expand to diverse regions, incorporate longitudinal designs, and include parent/child viewpoints to strengthen validity. Practical implications – The findings suggest that ECE educators should adopt differentiated learning tailored to children's interests and readiness, strengthen parental involvement, integrate local and digital resources, and flexibly adapt project-based learning to align with school capacities. Originality/value –This study addresses a gap in research on differentiated learning in Indonesian ECE, particularly within the Penggerak school program framework. It offers a practical model for embedding national character values into early childhood curricula, supporting Indonesia's goals for holistic student development. Paper type Case Study
Copyright (c) 2025 Dewi Fitriani, Teuku Zulfikar, Habiburrahim Habiburrahim http://creativecommons.org/licenses/by-nc/4.0
From Ritual to Classroom: The Transposition of Islamic and Local Culture in Early Childhood Arts Education Curriculum
Purpose – This study explores the integration of Islamic values and Javanese cultural rituals in early childhood arts education within the Komunitas Lima Gunung in Central Java, Indonesia. It investigates how community-based rituals—such as Merti Dusun, Sungkem Tlompak, and Jaran Papat—serve as pedagogical spaces for the development of children’s aesthetic, spiritual, and socio-cognitive capacities. Addressing a gap in formal early childhood education, which often excludes local traditions and Islamic spiritual values, this study offers an alternative model rooted in cultural continuity and lived practice. Design/methods/approach – Employing a participatory ethnographic approach, the study involved in-depth interviews, direct observation, photo documentation, and ritual participation within seven community art centers. Data were interpreted using theoretical frameworks including Vygotsky’s Zone of Proximal Development (ZPD), Funds of Knowledge, and Pedagogical Content Knowledge (PCK), to understand how children learn through culturally meaningful interaction. Findings – The study reveals that children’s engagement in ritual performance enhances their spiritual literacy, narrative cognition, and sense of belonging. These processes occur through embodied participation, intergenerational storytelling, symbolic aesthetics, and moral learning embedded in Islamic-Javanese rituals. The study also shows how the absence of formal educators is compensated by the community’s collective pedagogical roles. Research implications/limitations – This study is context-specific and based on a single ethno-regional setting. It does not measure long-term developmental outcomes or compare with other regions. However, it provides qualitative depth and cultural insight into the ways informal, non-institutional education functions effectively within Islamic and indigenous contexts. Practical implications – The findings highlight the need for integrating local Islamic cultural practices into early childhood curricula. The model suggests a framework for community-based religious-cultural education that promotes identity, empathy, and critical thinking through art. Originality/value – This research offers a rare ethnographic insight into how Islamic-Javanese rituals function as aesthetic and moral education for young children. It challenges dominant models of early childhood education by proposing a culturally embedded, spiritually rooted, and community-led pedagogy. Paper type Research paper
Copyright (c) 2025 Bahtiar Arbi, Muhammad Jazuli, Wadiyo, Agus Cahyono, Brian Trinanda Kusuma Adi http://creativecommons.org/licenses/by-nc/4.0
Cultural Cooking as Parenting Pedagogy: Strengthening Father–Child Attachment in Early Childhood Education
Purpose – This study explores the effectiveness of fun cooking activities using Minangkabau traditional food as a culture-based pedagogical strategy to strengthen father–child attachment in early childhood education settings. The research aims to demonstrate how local cultural practices can serve as meaningful tools for fostering emotional connection and parental engagement. Design/methods/approach – A quantitative pre-experimental design with a one-group pretest–posttest approach was employed to measure changes in attachment levels before and after the intervention. The study utilized a structured questionnaire encompassing four key indicators of attachment: frequency of interaction, emotional warmth, involvement in activity, and father–child communication. Data were collected through action-based activities, and the degree of improvement was analyzed using the N-gain formula to assess effectiveness. Findings – The findings revealed a significant increase in all four indicators of father–child attachment after participating in the fun cooking sessions. The most substantial improvements occurred in emotional warmth and involvement in the activity, suggesting that shared cooking experiences offer a highly interactive and emotionally rewarding context for strengthening familial bonds. These outcomes indicate that collaborative culinary activities not only promote affection and cooperation but also enhance communication and active participation between fathers and their young children. Research implications/limitations – The findings are context-specific to the Minangkabau community, which may limit their generalizability to other cultural settings. Future studies with larger samples and comparative designs are recommended. Practical implications – The study provides insights for educators, family practitioners, and policymakers on how local culture-based activities can be integrated into parenting programs to encourage father engagement. It underscores the significance of embedding local wisdom in designing family-centered educational practices. Originality/value – This research offers a novel perspective on fatherhood by positioning cultural cooking as a pedagogical tool to enhance paternal attachment. It expands the literature on father engagement in early childhood education and demonstrates how cultural traditions can be leveraged for sustainable parenting and educational practices. Paper type Research paper
Copyright (c) 2025 Vivi Anggraini , Rahmi Dwi Febriani, Ezi Anggraini, Adi Priyanto, Tia Novela, Yulsyofriend Yulsyofriend, Dwi Septia Ochi Wahyuni http://creativecommons.org/licenses/by-nc/4.0
Screen Time vs. Active Play: How Digital Exposure Impacts the Acquisition of Fundamental Motor Skills in Early Childhood
Purpose – This study investigated the impact of daily recreational screen time and active play on the acquisition of fundamental motor skills (FMS) in preschool children in Indonesia. This study aimed to address the regional evidence gap in digital exposure and motor development. Design/methods/approach – This study investigated the impact of daily recreational screen time and active play on the acquisition of fundamental motor skills (FMS) in preschool children in Indonesia. This study aimed to address the regional evidence gap in digital exposure and motor development. A quantitative cross-sectional design with a comparative approach was used to study 120 children aged 4–6 years (57% girls) enrolled in eight kindergartens in Yogyakarta. Parents completed a validated 7-day home screen usage diary. Data collection techniques used an Observation Sheet during active play during school breaks, and a questionnaire to administer the Gross Motor Development Test-3. Analysis techniques used a multiple regression model controlling for age, gender, body mass index, and household socioeconomic status; mediation was tested with PROCESS v4.3. Findings – Average screen exposure was 114 min day¹ (SD = 46), with 42 % of children exceeding the 2 h guideline. High-screen users scored significantly lower on locomotor (M = 27.1 vs. 31.3) and object-control (M = 25.8 vs. 29.5) domains (p < .01). Each additional 30 min of active play predicted a 2.1-point increase in composite FMS (β = .34, p < .001) and partially mediated the negative screen-time effect (indirect β = –.09, 95 % CI = –.15 to –.04). Overall, screen time accounted for 18 % of the variance in FMS after covariate adjustment. Research implications/limitations – The cross-sectional approach cannot infer causality, and parent-reported diaries may under- or overestimate actual screen exposureChildcare policies should embed structured motor sessions and favour interactive, movement‑rich media over passive content. Practical implications – Early-childhood educators and health professionals should prioritise daily active-play opportunities and counsel families to limit recreational screens to <1 h day¹. Integrating motor-rich play modules into kindergarten curricula could mitigate digital-time trade-offs. Originality/value – This is the first Indonesian study to quantify the concurrent effects of screen use and active play on objectively measured FMS. The findings extend global evidence into a culturally specific context and highlight active play as a protective factor that can offset, but not fully negate, the detrimental motor effects of excessive screen exposure. Paper type Research paper
Copyright (c) 2025 Ilga Maria, Mada-o Puteh http://creativecommons.org/licenses/by-nc/4.0
Back to Surau: Redefining Early Childhood Character Education Through the Lens of Minangkabau Culture
Purpose – This study aims to explain the rationale behind the "Back to Surau" research, particularly the importance of the surau-based approach in early childhood character education. The study is motivated by concerns over the degradation of children's moral values and the belief that re-establishing the surau as a center for character education can strengthen moral and noble values in early childhood. Design/methods/approach – This study employed a qualitative phenomenological approach to explore the experiences of Quran teachers, parents, and community leaders in integrating surau values into early childhood character education. A total of 23 purposively selected participants were involved, including 5 Quran teachers, 6 parents, 2 traditional or religious leaders, and 10 early childhood children (through observation). Data were collected via semi-structured interviews, participatory observation at four selected suraus (two in regency areas and two in urban settings), and document analysis. Thematic analysis followed Miles and Huberman’s (1994) framework—data reduction, presentation, and conclusion drawing—while van Manen’s phenomenological principles guided the interpretation. Research ethics were maintained through informed consent, confidentiality, and cultural sensitivity. Findings – Six major themes emerged. First, the surau functions as a center of moral and spiritual learning for young children. Second, community involvement and local culture in the surau enrich character education. Third, integrating religious values and local wisdom into daily activities is effective in shaping positive character. Fourth, meaningful learning experiences in the surau foster empathy, discipline, and responsibility. Fifth, support from families and surau management is a key success factor for this approach. Sixth, challenges such as time constraints and modern lifestyles must be addressed when adapting surau values to the formal education context. Research implications/limitations – This study is limited to a specific cultural community (Minangkabau), limiting the generalizability of the results. However, the findings provide insights into the potential of local wisdom as a character education strategy. Practical implications – This study encourages early childhood educators and policymakers to integrate surau-based approaches into curricula and school activities. This approach can serve as a model for character building through collaboration among schools, families, and communities. Originality/value – This research is original in reviving the role of the surau and Minangkabau local wisdom in early childhood education. Its novelty lies in integrating a local traditional institution with modern educational practices to strengthen the character of the young generation. Paper type Research paper
Copyright (c) 2025 Rina Syafrida, Nancy Riana, Nia Karnia, Marzeni Ismail http://creativecommons.org/licenses/by-nc/4.0
Character Quest: A Mixed-Methods Study of Role-Playing Games and Self-Regulation Skill in Kindergarten
Purpose – This study investigates the impact of structured role-playing game (RPG) activities on the development of self-regulation skills among kindergarten children. In particular, it examines whether participation in a purpose-designed RPG module (Character Quest) enhances young learners' attention control, emotional regulation, and behavioral inhibition. Design/methods/approach – A convergent parallel mixed-methods design was employed. Quantitatively, 30 kindergarteners (aged 5–6) completed the Self-Regulation Rating Scale before and after an eight-week RPG intervention. Qualitatively, semi-structured interviews were conducted with five participating teachers, and classroom observations and children's play journals were analyzed. Quantitative data were analyzed using paired-samples t-tests and effect-size calculations; qualitative data underwent thematic coding and were integrated via a triangulation matrix. Findings – Quantitative results showed a statistically significant increase in overall self-regulation scores (pre-test M = 2.48, SD = 0.37; post-test M = 3.10, SD = 0.29; t(29) = 8.23, p < .001, Cohen's d = 1.50). Qualitative themes revealed heightened engagement, the transfer of in-game strategies to classroom tasks, and positive teacher observations of improved impulse control and peer collaboration. Integration of both data strands suggests that RPG sessions provide a motivating context for practicing self-regulatory behaviors. Research implications/limitations – While the mixed-methods approach offers robust insights, the small sample size and single-school setting limit generalizability. Future research should explore longitudinal effects across diverse cultural contexts and incorporate control-group comparisons to isolate RPG-specific effects. Practical implications – Educators and curriculum designers may incorporate structured RPG modules as a playful, low-cost strategy to foster self-regulation in early childhood settings. Training teachers to facilitate game-based activities and to scaffold reflection on in-game decisions can maximize skill transfer to everyday classroom behaviors. Originality/value – This study contributes to the growing field of game-based learning by applying a mixed-methods framework to evaluate a tabletop RPG intervention for self-regulation in kindergarten. While previous research has explored digital games and general play-based approaches, this study offers integrated quantitative and qualitative evidence on how structured narrative-driven RPGs can support self-regulatory development in early childhood classrooms. Paper type Research paper
Copyright (c) 2025 Rahayu Dwi Utami, Ku-Ares Tawandorloh http://creativecommons.org/licenses/by-nc/4.0
Screen Time vs. Speaking Time: A Qualitative Comparison of Speech Development in Toddlers with Different Gadget Use Patterns
Purpose – This study investigates how different gadget use patterns affect toddler speech develop-ment, addressing concerns about passive screen time limiting verbal interaction opportunities. Design/methods/approach – A qualitative case study design was used to gain in-depth insights into children’s behavior in their social context. Participants were selected purposively based on parental reports of gadget use. Inclusion criteria were toddlers aged 1 year 8 months to 4 years (M = 2.75 years) with typical development and no diagnosed disorders. Exclusion criteria included neurological conditions and prior speech-language therapy. The final sample consisted of 16 toddlers (7 girls, 9 boys), categorized into intensive users (frequent, prolonged exposure to non-interactive content) and limited users (gadgets used mainly for calls or video chats with relatives). Data collection included semi-structured parent interviews (30–45 minutes), naturalistic observation, and developmental screenings by a licensed child psychologist. Validity was ensured through triangulation and member checking. Data were analyzed using thematic analysis involving coding, categorization, and theme development. Findings – Thematic analysis identified three key themes: rich verbal interaction fosters early speech, passive screen exposure hinders language acquisition, and early or unsupervised gadget use disrupts developmental timing. Children with limited gadget use developed age-appropriate speech, used spontaneous verbal expressions, and required no speech therapy. In contrast, toddlers with intensive gadget use showed limited vocabulary, reduced responsiveness, and in many cases required speech therapy. These developmental disparities were closely linked to differences in caregiver interaction, content type, and exposure duration. Research implications/limitations – This study offers contextual insight from Indonesia using triangulated qualitative methods, though its small sample limits generalizability. Broader, mixed-method studies are recommended. Practical implications – The findings emphasize limiting passive gadget use and encouraging active verbal interaction. Parenting programs and early education should promote language-rich environments and conscious media use. Digital tools should support interactive, not passive, use. Early intervention, including parental involvement and therapy, is essential. Originality/value – This study adds to the discourse on early media exposure by offering practical insights for parents, educators, and policymakers to support toddlers’ speech development. Paper type Research paper
Copyright (c) 2025 Safiruddin Al Baqi, Nur Afiah http://creativecommons.org/licenses/by-nc/4.0
Whispers of Wisdom: A Qualitative Case Study on Character Education through Dodaidi Lullabies in Aceh’s Early Childhood
Purpose – This study explores the values of local wisdom embedded in Dodaidi lullabies as perceived by caregivers in Acehnese communities, with the aim of identifying and analyzing character values expressed through this traditional oral form. Rather than evaluating outcomes in children, the study focuses on how parents and community figures view Dodaidi as a cultural medium for transmitting values in early childhood. Dodaidi represents a unique combination of musical art, oral tradition, and cultural symbolism that reflects the moral and spiritual aspirations of Acehnese society. Design/methods/approach – A qualitative case study approach was employed, with data collected through interviews, observations, and document analysis to investigate how Dodaidi is practiced and interpreted within informal family education settings. Findings – The study identified key values that are embedded in Dodaidi lyrics according to parental and community perspectives: (1) unity and faith; (2) worship and religious practice; (3) reverence for parents and teachers (takzim); (4) social empathy and manners; and (5) responsibility and a strong work ethic. Research implications/limitations – This study presents Dodaidi as a cultural expression perceived by caregivers to support informal character education. However, it does not assess its actual impact on children’s development. The study relies on adult perspectives and does not examine how abstract values like faith or responsibility are internalized by young children, especially those who may not yet comprehend the lyrics. Thus, conclusions are limited to perceived functions rather than proven effectiveness. Practical implications – Dodaidi is typically sung by parents or grandparents during bedtime, blending affectionate interaction with the transmission of values and cultural identity. Its preservation can support cultural continuity in early childhood education. Originality/value – The research contributes to discourse on culturally rooted educational practices by documenting how traditional lullabies such as Dodaidi are understood as moral resources within family life. It encourages greater appreciation for oral traditions as part of local strategies for value-based education. Paper type Case study
Copyright (c) 2025 Munawwarah Munawwarah, Sri Astuti, Nadia Futhira, Isramatur Rahmi http://creativecommons.org/licenses/by-nc/4.0
Instilling Religious Moderation in Early Childhood at Raudhatul Athfal Ponorogo: The Role of National Insight-Based Learning
Purpose – This study explores the role of national insight-based learning in fostering religious moderation among young children. It investigates how early childhood education can serve as a vehicle for instilling values of tolerance, respect, and moderation among young children, thereby contributing to developing well-rounded, socially responsible citizens. Design/methods/approach – Qualitative research with a case study approach involving five Early Childhood Education (ECE) teachers from Raudhatul Athfal (RA) Muslimat NU 007 Gandu I Ponorogo, East Java, ten parents, and 30 children. Data were collected through classroom observations, teacher interviews, and surveys with parents to understand how national insight-based learning is integrated into early childhood education using a context-sensitive instrument, the Moderation Attitude Scale for Early Childhood (MASEC) and PERAMAH framework. Thematic analysis was used to identify key patterns and insights from the data. First, all recordings were transcribed verbatim and read repeatedly to ensure familiarity. Next, an open coding process was conducted, and illustrative quotes were selected. A thematic map was created to show the relationships between themes. Findings – The findings suggest that national insight-based learning significantly promotes religious moderation in children. Children demonstrated increased awareness of religious diversity and tolerance through culturally responsive teaching methods, such as stories, activities, and discussions rooted in national identity and values. Additionally, educators noted improvements in children's ability to engage with peers from different religious backgrounds with respect and empathy. Research implications/limitations – The research highlights the potential of early childhood education to play a crucial role in shaping children's religious attitudes. However, the study is limited by its small sample size and the short-term nature of the observation period. Further, longitudinal studies are recommended to assess the long-term impact of national insight-based learning on religious moderation across different educational settings. Practical implications – This study offers insights for early childhood educators and policymakers, highlighting the importance of integrating national insight-based learning and promoting inclusive teaching to foster early religious tolerance. Originality/value – This study presents a novel perspective on integrating national identity and religious moderation in early childhood education, addressing a theoretical gap and proposing a replicable NIBL-based model for value formation. Paper type Case study
Copyright (c) 2025 Lilis Suryani, Siti Fatimah, Jarudin, Mohd Aarif http://creativecommons.org/licenses/by-nc/4.0
Implementing and Addressing Challenges of LIMASTERS Integration in Early Childhood Education: A Case Study
Purpose – This study aims to explore the implementation and challenges of integrating LIMASTERS (Literacy, Mathematics, Science, Technology, Engineering, and Arts) in early childhood education within the School Mover Program in Jambi City. The research responds to the growing demand for 21st-century learning integration at the preschool level and examines how practices align with the principles of the Independent Curriculum. Design/methods/approach – A qualitative case study design was applied. Data were collected through classroom observations, in-depth interviews with teachers and the principal, and document analysis of lesson plans and children’s work. Data were analyzed thematically using the Miles and Huberman model of data reduction, display, and conclusion drawing. Findings – The study shows that literacy, mathematics, and arts are consistently integrated into daily learning, while science, technology, and engineering remain less developed. Teachers conduct initial assessments to align activities with children’s needs and interests. Key challenges include limited facilities, insufficient time, and teacher competencies. These are partly mitigated through peer collaboration, self-initiated training, and phased implementation. Research implications/limitations – The findings are context-specific and do not address long-term child development outcomes. Nonetheless, they provide valuable insights for designing integrative curricula and teacher training policies in Indonesian ECE (Early Childhood Education). Practical implications – The study offers a practical model for LIMASTERS integration through child-centered exploratory activities that emphasize interactive experiments, scaffolding, and contextualized learning. Originality/value – This research contributes a holistic framework for balancing literacy and STEAM within early childhood classrooms in a local Indonesian context, highlighting the potential of exploratory and contextual learning to advance curriculum reform. Paper type Case study
Copyright (c) 2025 Mastikawati Mastikawati, Nazurty Nazurty, Hendra Sofyan, Yantoro Yantoro http://creativecommons.org/licenses/by-nc/4.0
Exploring the Integration of Digital Media in Islamic Early Childhood Education: Evidence from Kindergartens in Pontianak City
Purpose – This study aims to analyze the integration of digital media in Islamic education in early childhood in kindergarten in Pontianak City, West Kalimantan Province by highlighting that teachers currently still have challenges in using technology. Design/methods/approach – This study uses qualitative research with a case study approach through observation, interviews, and documentation. This research was conducted in the city of Pontianak, West Kalimantan Province from September 11 to September 20, 2024. Data analysis includes data collection, condensation, presentation, and conclusion. Findings – The findings of this study in integrating digital media in Islamic education are still difficult for teachers so that in classroom learning activities they still use conventional methods in educating early childhood in kindergarten. In the learning process, the educational environment does not support the use of technology in learning and play activities in kindergarten. However, there is an opportunity to realize the integration of digital media in Islamic education in kindergarten because teachers consider this integration very important in learning in kindergarten. Research implications/limitations – Technology in Islamic education has a significant impact on the learning process for early childhood in kindergarten. This study is still limited to qualitative research, so other methods are needed to add to the findings related to technology in early childhood. Practical implications – This study shows that the integration of digital media in early childhood education in kindergarten still has challenges in using technology. teachers still experience difficulties, so that in classroom learning activities they still use conventional methods in educating early childhood in kindergarten. In addition, in the learning process, the educational environment does not support the use of technology in learning and playing activities in kindergarten. Originality/value – This research serves as an initial foundation for the development of a digital-based curriculum that is relevant to Islamic values and the characteristics of early childhood development. This research provides a new perspective on the utilization of digital media in Islamic education to improve the quality of learning and the relevance of teaching methods in kindergarten. Paper type Case study
Audiovisual media, language development, early childhood education, multimedia learning
Copyright (c) 2025 Laili Ramadani, Juliwis Kardi, Nurul Khairani Ismail , Siti Salina Samaun, Nur Hamzah http://creativecommons.org/licenses/by-nc/4.0
Exploring the Impact of Digital Literacy on Cognitive Development in Early Childhood Education: A Systematic Literature Review
Purpose – This systematic literature review explores the development of digital literacy among children in the post-typographic era, where digital technology increasingly dominates daily life. The purpose of this study is to identify the impact of digital literacy on various dimensions of cognitive development in young children, including early numeracy, executive functioning, critical thinking, and creativity. By broadening the conceptualization of cognitive development, this study aims to provide a comprehensive understanding of how digital literacy contributes to children's intellectual growth in early childhood education. Design/methods/approach – Analysis of 33 studies obtained from the period between 2019 and 2024 indicates that children engage in multimodal practices, using technology for both play and learning. This highlights the importance of educators' understanding of digital literacy practices at home. Factors such as children's age, family structure, household income, and Human Development Index (HDI) significantly contribute to predicting preschool children's early digital literacy. Findings – The findings show that while children's literacy skills may benefit from access to digital resources, their mathematical skills do not demonstrate significant improvement. However, this study recommends that teachers collaborate with parents to enhance digital literacy and awareness of digital data security. Additionally, the use of interactive digital media can increase children's engagement and motivation in learning, allowing for more differentiated and inclusive learning approaches. Research implications/limitations – Future research should prioritize the development of age-appropriate, culturally relevant, and innovative digital content that can support effective teaching and learning in the digital age. Additional longitudinal studies are needed to explore the long-term cognitive and socio-emotional effects of digital media exposure in early childhood. Practical implications – Digital literacy can help children develop critical thinking, problem-solving, and creativity skills. However, exposure to age-inappropriate content can hinder their social-emotional development. The conclusion of this study emphasizes the need for training and support for educators in using digital media, as well as close collaboration with parents to ensure the successful implementation of digital literacy in early childhood education. Originality/value – This review offers a novel contribution by integrating multiple dimensions of cognitive development with the concept of digital literacy. It provides valuable insights into the future of educational practices, emphasizing the importance of digital competencies as foundational elements in early childhood education in the digital era. Paper type Literature review
Copyright (c) 2025 Anggun Karnita, Siti Aisyah, Noviana Mustapa, Erie Siti Syarah, Della Raymena Jovanka , Samihah bt Mahamud http://creativecommons.org/licenses/by-nc/4.0
Psychosocial Effect of Grade Retention of Learners in The Foundation Phase: A South African Case Study
Purpose – This study to explore teachers' perceptions on the impact of grade retention on the psychosocial wellbeing of Grade 1 learners in South Africa. Design/methods/approach – This study adopted a qualitative case study design within an interpretivist paradigm. It was grounded in Bronfenbrenner's Ecological Model as a theoretical framework. Data was collected through unobtrusive observation of four learners and a focus group interviews with the two teacher participants. An observation schedule was used by each teacher to record her observation and the semi-structured interview schedule was used during the focus group interview. The data was analysed using Creswell's 6 steps of data analysis using thematic approach. Through inductive process theme were identified and reported against. Ethical principles were adhered to as guided by the University of Pretoria's ethical guidelines for research. Approval for this study was obtained from the university. Findings – The findings revealed that grade retention affected young learners behaviours, emotions, social relationships and academic performance. Furthermore, retained learners exhibited signs of academic frustration, poor self-esteem, emotional outbursts and social challenges. Participants (teachers) shared ambivalent views regarding the department's retention policy. Teachers expressed mixed feelings about policy retention while other critiqued its emotional and social toll on learners. Research implications/limitations – The sample size was small with only two teachers and four learners, thus limiting the generalisability and transferability of the findings. A larger sample size with different grades may yield different result. Furthermore, geographically, the study was limited to only one province namely KwaZulu-Natal. Additionally, the study relied on teacher perspectives which may not fully represent the learner experiences or parental views. Practical implications – Some of the practical implications are policy revision — it is recommended that South African policymakers reconsider the retention policy by integrating psychosocial well-being criteria. Additionally, professional development is recommended so that teachers are equipped to recognize and manage the emotional impact of retention. An alternative intervention is to introduce support mechanisms such as remedial programs or peer support systems, rather than relying on retention. Finally, there should be a shift from an academic performance-centred curriculum to one that includes life skills and emotional intelligence development. Originality/value – This study offers a fresh perspective by highlighting the often-overlooked emotional consequences of grade retention. It adds value to the discourse by advocating for a more holistic approach to education that prioritizes psychosocial support alongside academic achievement. The study also contributes by proposing practical, systemic changes that can inform both policy and classroom practice in the South African context. Paper type Research paper
Copyright (c) 2025 Roy Venketsamy http://creativecommons.org/licenses/by-nc/4.0
Transformative Leadership in the Sustainable Development of Early Childhood Education Teachers in South Africa: A Systematic Literature Review
Purpose – This paper sought to provide an overview and arguments of prevailing South Africa’s higher education initiatives, focusing on transformative leadership’s influence on sustainable Early Childhood Development (ECD) teacher development emphasizing partnership, empowerment, and shared vision. Design/methods/approach – This paper is grounded in a systematic review approach based on the selected keywords. 180 articles written in English and published between 2007 and 2024 in DHTE, Scopus, WoS, DOAJ, and Scielo SA databases were targeted as potential sources for this study. Systematic review guidelines were used to reduce them, focusing on topics, abstracts, and issues. The selected 80 articles were analysed independently for reliability and transferability. In addition, content analysis was used to construe the influence of transformational leadership on sustainable ECD teacher development within South Africa. Findings – The findings reveal that the rationale for adopting transformative leadership in sustainable ECD teacher development in higher education is grounded in the culture of continuous learning and professional growth. This encourages reflection and self-assessment among teachers, helping them to evaluate their practices and adapt to meet students' needs better, which is crucial for sustainable development. In addition, this leadership style addresses social justice issues by advancing inclusive and equitable educational practices. It was acknowledged that this supports ECD teachers in developing their knowledge, skills and values. This enhances teachers’ teaching practices thereby contributing to sustainable ECD educational outcomes. Research implications/limitations – The review acknowledges the limitation of possible interpretive bias and recommends the need to explore further how transformative leadership can be adopted into the contemporary ECD curriculum. Practical implications – This provides insights for policymakers, curriculum developers, and teachers with an emphasis on how transformative leadership can influence the quality of the ECD teacher development programme in South Africa. Originality/value – This review contributes to the field by highlighting a largely overlooked transformative leadership style and suggesting how its influence can inform the creation of sustainable ECD teacher development. Paper type Literature review
Copyright (c) 2025 Pinias Chikuvadze, Claretah Makuvire, Christopher Mutseekwa, Joseph Zuva http://creativecommons.org/licenses/by-nc/4.0
This is How We are at Home: Typology and Shifting Parenting Authority in Early Childhood
Purpose – Parenting Islamism not only makes religion a teaching material in children’s education, but more than that, religion is used as an ideology that displays Islamic symbols in parenting actions in the public sphere. The emergence of Islamism parenting practices is a response to traditional parenting practices and modern parenting practices. This study aims to explore the practice of parenting in millennial families based on the ideology of Islamism in Pontianak City. Design/methods/approach – This research method uses the Mixed Methods Research approach, which is a combination of qualitative and quantitative methods. The qualitative method in this study provides an understanding of the shifting in parenting authority carried out by millennial parents with the ideology of Islamism. Meanwhile, the quantitative is carried out to measure the variables of parenting typology objectively. Data analysis in this study was carried out; first, the data was reduced; second, data categorization; third, data preparation; fourth, data verification; fifth, the configuration of the relationship between the inference of the problem formulation; sixth, the data is analyzed with theory. Findings – The findings of this study show that millennial parents of Islamism groups use mixed parenting, which is a combination of several parenting models according to the condition of the child, be it authoritarian, authoritative, and permissive. The findings of this study also show that there is a shift in parenting authority in Islamism millennial families, which is influenced by new media so that parents idolize popular ustadz from Islamism groups. Research implications/limitations – The shift in authority in parenting has implications for parental figures or references in parenting due to the presence of new authorities on social media, namely public figures or micro-celebrities. This research is not final, and there are still many limitations in relevant cases, informants, and theories, so further research is needed to accommodate other new findings in parenting studies in millennial families of Islamism groups with a larger number of informants in Indonesia. Practical implications – This study shows that parenting practices carried out by parents are inseparable from religious ideology, which has an impact on parenting in early childhood. This study emphasizes that parenting practices in Muslim parents are not uniform, even in religiously homogeneous families. Originality/value – This study provides a new perspective in parenting studies because it examines from the perspective of parents’ religious ideology. Paper type Research paper
Copyright (c) 2024 Sapendi Sapendi, Bayu Suratman http://creativecommons.org/licenses/by-nc/4.0
Nurturing the Child's Nature: Revisiting Child Moral Education in the Thought of Ibn Jazar on the book Siyasatu shibyan wa tadbiruhum
Purpose – This study revisits child moral education through the lens of Ibn Jazar’s book Siyasatu shibyan wa tadbiruhum, exploring its relevance to contemporary Islamic education. The study aims to bridge the classical nature versus nurture debate in moral education, focusing on how Ibn Jazar integrates physical health with moral development. His holistic approach emphasizes that a child’s physical well-being is crucial for the effective internalization of moral values, arguing that healthy children are better prepared for moral instruction. Design/methods/approach – The research methodology employed is qualitative content analysis, with an emphasis on latent analysis to uncover hidden meanings in the text. The analysis reveals that Ibn Jazar’s work provides a comprehensive framework for addressing both physical and moral development, which is essential for shaping children’s character from an early age. Findings – The findings suggest that his emphasis on health as a foundation for morality is not only relevant for historical discourse but also offers practical solutions to current challenges in Islamic education, particularly in navigating the effects of globalization on moral development. Research implications/limitations – The study acknowledges the limitation of possible interpretative bias and recommends further research to explore how Ibn Jazar's ideas could be adapted into modern curricula. Practical implications – Practically, Ibn Jazar's approach offers guidance in the development of Islamic education curricula that focus on a balance between moral and physical instruction, while emphasizing the importance of a supportive environment for children's development. Originality/value – This research contributes to the field by highlighting a largely overlooked figure in Islamic moral education and suggesting how his interdisciplinary approach can inform the development of contemporary educational systems. Paper type Research paper
Copyright (c) 2024 Muhammad Hanif Al-Fatih http://creativecommons.org/licenses/by-nc/4.0
Critical Reflections on the Role of Islamic Early Childhood Educators in Building Tolerance Awareness in Educational Setting
Purpose – This study explores the role of Islamic early childhood educators in fostering tolerance awareness in educational settings while maintaining a strong Islamic identity. It addresses the tension between promoting religious exclusivity and fostering an appreciation for diversity in a pluralistic society, with the aim to contribute to both educational practice and theory on religious tolerance in early education. Design/methods/approach – The study employs a qualitative descriptive exploratory design using content analysis. Data were collected through semi-structured interviews with five teachers and observations of classroom interactions. The diversity management framework was used to analyze the approaches taken by teachers in integrating tolerance education within Islamic curricula. Findings – The research highlights various strategies Islamic educators use to promote tolerance, including storytelling, empathy training, and participatory rule-making. The findings reveal a balance between religious identity and tolerance education, with a sequential approach that prioritizes Islamic principles first, followed by the introduction of tolerance concepts. Despite challenges, such as external influences and technological distractions, the research demonstrates that these strategies positively impact children’s empathy and social behaviors. Research implications/limitations – The study is limited by the sample size and geographic scope, focusing on specific Islamic early childhood institutions. Future research could expand the sample and explore cross-cultural comparisons in different Islamic educational contexts to generalize findings. Practical implications – The findings provide valuable insights for educators, policymakers, and curriculum developers in balancing religious teachings and tolerance education. The study suggests that gradual and integrated approaches to teaching tolerance can foster social harmony and empathy in young children without compromising religious values. Originality/value – This research contributes to the body of knowledge on Islamic education by offering a nuanced understanding of how tolerance can be embedded in early childhood education while maintaining religious integrity. It introduces the concept of sequential tolerance education, which integrates religious principles with empathy and respect for diversity in Islamic settings. Paper type Research paper
Copyright (c) 2024 Hafidh 'Aziz, Muhamad Aditya Hidayah http://creativecommons.org/licenses/by-nc/4.0