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Islamic Mindfulness-Based Play Activities: Enhancing Child Mental Health in the Post-Pandemic Era
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Abstract
This research focuses on developing Islamic mindfulness-based play activities to mitigate child mental health issues in the post-pandemic context. The study was conducted in Jakarta-Depok kindergartens using a modified Research and development (R&D) approach tailored for educational settings, as per Borg and Gall. The primary aim was to create and evaluate educational tools to foster Islamic mindfulness among young learners. The research involved identifying children's learning challenges post-pandemic and developing and refining educational games and teaching methods. Data collection encompassed observational studies, educator feedback, and direct interaction with children using the developed tools. The analysis evaluated these tools' usability, engagement level, and educational impact. The results highlighted the development of a physical model comprising a 14-chapter guidebook for tea. Still, it is a procedural model that condenses the original ten stages into seven. Essential components include yoga based on prayer movements, activities for enhancing food relationships, self-body awareness exercises, sensory training, gratitude journal writing, and positive affirmations based on Asmaul Husna. Evaluations by material and learning design experts and one-to-one teacher tests affirmed the model's quality. A field trial with 20 children showed enjoyment and preference for gratitude journal writing. Conclusively, the research effectively developed a model for Islamic mindfulness-based play activities, demonstrating the potential to enhance children's mental health post-pandemic. However, limitations such as geographic confinement and individual response variability suggest the need for broader application and further research to assess long-term impacts. This study contributes significantly to educational and psychological interventions, offering a culturally sensitive, holistic child development approach integrating mental health, spirituality, and education.
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Introduction
The advent of the COVID-19 pandemic in 2019 unleashed unprecedented global challenges, impacting numerous facets of human life, including the education sector(Dorn et al., 2021)(Psacharopoulos et al., 2020)(Rasmitadila et al., 2020). Beyond educational disruptions, its ramifications extended to societal, economic, and health domains, with approximately one-third of the global population experiencing quarantine by March 2020(Kaplan et al., 2020). The crisis illuminated the interconnectivity of international societies and the fragility of existing systems in the face of pandemics. The imperative to address these multifaceted challenges, particularly in the realm of child mental health, has become a pressing concern for the world, the academic discipline of psychology, and a problem necessitating urgent and practical solutions.
Prior research has underscored the significant impact of prolonged school closures on children's development, encompassing physical, psychosocial, cognitive, and mental health aspects(Tso et al., 2020). The rise in domestic violence and child abuse further exacerbated these issues(Cluver et al., 2020), particularly for children in economically disadvantaged households(Holmes, 2020). Substantial evidence indicates that 28% of children worldwide experienced detrimental changes in mental health due to the pandemic(U.N.I.C.E.F., 2020), with isolation and prolonged home confinement adversely affecting their social development and mental wellbeing(Agusriani & Fauziddin, 2021)(Baggerly et al., 2022)(Hu et al., 2021).
The psychological ramifications of the pandemic on children have been profound and multifaceted. Incidences of anxiety, depression, and stress were notably prevalent among children during this period(Figueiredo et al., 2021). These mental health challenges were compounded by disrupted sleep patterns, with a notable increase in sleep disturbances and difficulties(McElvaney et al., 2020)(Singh et al., 2020). The shift to online learning environments further contributed to an uptick in gadget addiction among children, limiting their engagement in diverse activities and increasing screen time(Suhandi & Pamela, 2020). The psychological stressors were not limited to academic pressures but extended to the social isolation imposed by the pandemic, which significantly impacted children's social skills and emotional well-being. The reporting of depression-related incidents among children by the Child Protection Commission (KPAI) underscores the urgency of addressing these mental health concerns(Wijaya, 2021).
In addressing these emergent mental health challenges, mindfulnessbased interventions have gained prominence for their effectiveness in educational and therapeutic settings. Research has demonstrated that mindfulness practices significantly enhance emotional regulation, focus, and resilience in children and adolescents(Grossman et al., 2004)(Perry-Parrish et al., 2016)(Zenner et al., 2014). These interventions have shown promise in alleviating symptoms of trauma, depression, psychological distress, and somatic complaints(Goemans et al., 2020)(Li et al., 2023)(Stein & Russell, 2021). Additionally, improvements in emotional skills, cognitive focus, and overall psychosocial health outcomes have been observed, highlighting the comprehensive benefits of integrating mindfulness into child and adolescent education(Kallapiran et al., 2015)(Keshavarzi et al., 2020)(Ruiz‐Fernández et al., 2020). The adaptability of these interventions, initially developed for adults, has been successfully demonstrated in school settings, offering a viable pathway for supporting children's mental health in post-pandemic recovery.
In the Islamic context, mindfulness transcends the conventional psychological framework, incorporating spirituality and religious practice elements. Islamic mindfulness emphasizes total attention and self-awareness, intertwined with the principles of love, compassion, and patience(Dwidiyanti & Sari, 2019). This approach is rooted in Sufi psychology, which focuses on training the nafs (ego, self, soul) and offers spiritual remedies for emotional distress(Ismail et al., 2021)(Keshavarzi et al., 2020). Practices such as zikr (rhythmic repetition of God's names) are integral to this approach, reinforcing the connection between spirituality and mental well-being(Isgandarova, 2019). Islamic spiritual mindfulness therapy has been shown to impact mental and emotional health positively, offering a unique perspective in addressing the psychological needs of children in Muslim communities(Ganguly, 2018)(Hasanović et al., 2017)(Usman et al., 2020).
Despite the promising prospects of mindfulness-based interventions, there exist gaps in integrating these practices within a culturally and religiously sensitive framework, particularly in Islamic contexts. Existing literature predominantly focuses on secular mindfulness techniques, with limited exploration of how Islamic principles can be interwoven into these practices for children in Islamic communities. Furthermore, there is a need for empirical research assessing the effectiveness of Islamic mindfulness-based interventions in educational settings and their impact on children's mental health post-pandemic.
This awareness is carried out to enable the children to carry out their activities with full consciousness. Early childhood needs to be accustomed to knowing God as the Creator of the universe. In this case, children are accustomed to relying on everything as God's creation. This concept in Islam is faith, Islam, and ihsan. It can take the form of worship, remembering Allah (zikrullah), and doing good. Ultimately, the development of Islamic mindfulness-based play activities can be given to children as a stimulus to face-to-face learning. This will help children enter school physically and mentally healthy to prevent the effects of this pandemic.
This study aims to develop a framework for Islamic mindfulness-based play activities tailored to reduce the adverse mental health impacts of the pandemic on children. This research seeks an innovative, culturally congruent intervention by integrating Islamic spiritual practices with contemporary psychological approaches. The proposed model is anticipated to contribute significantly to the field of educational psychology, particularly in Muslimmajority contexts, by providing a practical, faith-based solution for addressing child mental health issues in the
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