Integrating Islamic Values into Early Childhood Education Branding: A Case Study of the Sekolah Plus Ngaji Model in Rural Indonesia

IntroductionChildren in Europe and Norway grow up in an increasingly culturally diverse society. As of 2022, 20% of children in Norwegian Early Childhood Education (ECE) institutions have a minority background. It is essential for parents and ECE professionals to work together to ensure a good start for these children. The partnership between the ECE institutions and parents is a statutory right and duty, and parents should, on equal terms, participate and influence what happens in the ECE institutions. However, research has shown a wide variation in how ECE professionals create partnerships with minority and refugee parents, and many find working with this group of parents challenging. This article explores the experiences of the interactions and encounters between refugee parents and ECE professionals in a Norwegian ECE setting. The aim is to analyze the tensions in this partnership and provide insights into these encounters, negotiation processes and their experiences.MethodologyThe study is based on semi-structured interviews with twelve refugee parents, interviews with six pedagogical leaders, and one kindergarten manager. Additionally, fieldwork was conducted in one ECE institution to provide contextual depth.ResultsThe data is analyzed thematically using an inductive research design. Through this analysis, three prominent themes emerged: 1) Barriers, 2) “Norwegianness”, and 3) Trust. The findings highlight the importance of trust in children’s care and the ECE institution’s safety. At the same time, refugee parents emphasize education as a key to a promising future in Norway and value the education aspect of ECE institutions as high. Communication and language barriers pose an extra burden or stress for both ECE professionals and refugee parents. “Norwegianness” as a cultural norm within ECE institutions is linked to the values, norms, and cultural capital valid within the ECE institution.DiscussionThe findings are discussed within the theoretical frameworks of cultural capital and power relations and critical pedagogy. The interactions and encounters between refugee parents and ECE professionals show tensions arising from differences in cultural norms and understandings. In summary, this article explores the challenges posed by cultural diversity in ECE institutions and argues for using cultural sensitivity to foster more flexibility in these encounters to enhance inclusion and belonging in ECE institutions.

This study examines the implementation of good governance in Early Childhood Education (ECE) institutions, with a particular focus on Islamic Early Childhood Education (PIAUD) in Indonesia. ECE is a critical stage in shaping children’s holistic development, and its sustainability is not only determined by learning programs but also by effective governance systems. The research employed a qualitative case study approach, involving 12 institutions in West Java selected based on operational maturity, organizational structure, and management diversity. Data were collected through in-depth interviews, participant observation, and document analysis, and validated through triangulation and member checking. The findings reveal that transparency is the most challenging governance principle, especially in financial management, while accountability in learning quality and parental involvement show stronger outcomes. Stakeholder participation highlights the active role of parents, teachers, and foundations, although community and government engagement remain limited. Efficiency in managing time and facilities is relatively good, but human resource management requires significant improvement. Importantly, the integration of Islamic values such as amanah (trust), ‘adl (justice), and syura (consultation) enriches governance practices and enhances institutional integrity. The study contributes to both theory and practice by offering an integrated governance model that combines universal principles with Islamic values, providing a moral-spiritual framework for strengthening leadership, accountability, and sustainability in ECE institutions. The findings have practical implications for policymakers and practitioners in designing governance strategies that are both contextually relevant and ethically grounded.

BackgroundAppropriate infant and young child feeding (IYCF) plays a crucial role in promoting the healthy growth of children. Currently, many Chinese urban parents are seeking care of children from the early childhood education (ECE) institutions, however, little is known about the feeding practices of infants and young children in ECE institutions. This study aims to investigate the complementary feeding practices for Chinese urban children aged 6–23 months in ECE institutions and explore potential factors influencing their feeding practices.MethodsThis cross-sectional study was conducted among primary caregivers of children aged 6–23 months in ECE institutions across 31 provinces in China from 1 March to 30 April 2023. Convenience sampling was used to recruit caregivers from centres of Gymboree Play & Music (an ECE institution). Self-administered questionnaires were designed using the online survey tool Sojump and distributed through WeChat platform, which collected information on 1) children's complementary feeding practices; 2) food frequency of seven food groups; 3) caregivers' feeding knowledge and practices; 4) frequency of children attended ECE classes and the primary caregivers' daily nurturing care time; 5) source of information on complementary feeding.ResultsA total of 2731 children and their caregivers were surveyed, with 416 children aged 6–11 months and 2315 children aged 12–23 months. The prevalence of minimum dietary diversity (MDD), minimum meal frequency (MMF), and minimum acceptable diet (MAD) was 59.4, 60.6, and 39.2%, respectively. Only 17.3% caregivers believed that continued breastfeeding should be at two years or above, and 29.5% children were continuously breastfed at 12–23 months (CBF). The proportion of non-responsive feeding practices among caregivers ranged from 28 to 64%. Except for CBF, the prevalence of other key complementary feeding practices was higher among children who attending ECE classes than those not attending ECE classes (all P < 0.05). Moreover, children aged 12–23 months who received long-nursing care time (≥4h/d) had significantly higher MMF and MAD prevalence than those in short-nursing care time group (MMF = 66.2 vs. 58.8%, P = 0.0003; MAD = 44.2 vs. 38.3%, P = 0.0047).ConclusionsThe complementary feeding practices of children aged 6–23 months in ECE institutions in urban China remained suboptimal, and non-responsive feeding practices among caregivers were common. The attendance of ECE classes and the caregivers’ daily nurturing care time could be beneficial in ensuring children to comply with complementary feeding recommendations.

Purpose – The early learning of the Qur’an, infused with Islamic values, has been widely regarded as an effective tool in preserving the natural inclinations of children and nurturing their humanity. However, the ongoing COVID-19 pandemic has presented significant obstacles to Qur’an learning in Early Childhood Education (ECE) institutions. As such, this study seeks to offer a comprehensive description of the challenges faced by these institutions in delivering their teachings during this global health crisis.Design/methods/approach – The method used in this research is descriptive qualitative research. The location of this research was carried out at 4 ECE institutions. Namely: RA Al-Muslimun Nurul Islam, TKIT Asy-Syaamil Qur’anic Fullday School, Integrated Star Islamic Early Childhood Education, and RA Ulumul Qur’an Al Madani.Findings – The current COVID-19 pandemic has created significant challenges for learning the Qur’an in ECE. These issues can be categorized as internal and external factors. Internal factors relate to teachers’ difficulties when conducting practical learning activities outside the classroom. Meeting constraints, large class sizes, and limited time duration often result in an inability to deliver a complete learning experience. Externally, learning losses in early childhood have become apparent, with children experiencing behavioral changes. Not all parents are equipped to accompany their children in instilling Islamic values based on the Qur’an at home. This issue is compounded by parental objections to tuition fees, which creates financial challenges for institutions. Finally, offline learning has been the subject of criticism from the community, which indirectly affects the learning process.Research implications/limitations – This study used a qualitative method related to the problems of learning the Qur’an in ECE during the COVID-19 pandemic. Practical implications – The research presents significant implications for developing Al-Qur’an learning post-pandemic. It also provides valuable insights into formulating policies about Al-Qur’an learning during pandemics. Additionally, the study sheds light on the effectiveness of character building during the challenging times of the COVID-19 pandemic.Originality/value – Potential avenues for further investigation could include examining the effects of COVID-19 on the acquisition of Qur’anic knowledge during early childhood and its potential impacts on personality development. Such research could contribute to a deeper understanding of how the pandemic has influenced educational and psychological outcomes in this context. Paper type Research paper

BackgroundAlthough tummy time is recommended as a form of physical activity for non-movable infants worldwide, little is known regarding the current status of tummy time practices among Chinese infants. Early childhood education (ECE) institutions provide children with rich learning experiences; however, tummy time practices among infants in these ECE institutions were unclear. This study aimed to investigate the status of tummy time among infants within the context of ECE institutions.MethodsWe conducted a cross-sectional survey with primary caregivers of infants aged 0–11 months across 31 provinces of China from 1 March to 30 April 2023. To recruit participants, we collaborated with Gymboree Play & Music, an ECE institution with over 500 centres in nearly 200 cities in urban China. Our survey instrument was developed based on the World Health Organization (WHO) guidelines and literature to collect data on infants’ tummy time practices, caregivers’ tummy time knowledge and information sources. We used self-administered questionnaires through WeChat, in which participants scanned a quick response (QR) code to complete the questionnaire.ResultsWe included 1040 infants and their primary caregivers, with 504 infants aged 0–5 and 536 infants aged 6–11 months old. Less than half of infants (48.2%) started tummy time in the neonatal period, with 20.5% starting within two weeks after birth. Only 27.2% of infants engaged in at least 30 minutes of tummy time during the last 24 hours, with infants aged 0–5 months significantly lower than those aged 6–11 months (21.6 vs 32.5%, P < 0.0001). No significant difference was found between attending ECE class and non-attending ECE class groups for the proportion of infants with tummy time ≥30 minutes per day (28.9 vs 23.4%, P = 0.0625); however, infants aged 0–5 months in the attending group engaged in longer duration of tummy time than those in the non-attending group (P = 0.0005). The compliance with the tummy time guidelines in infants receiving long-nurturing care was significantly higher than those receiving short-nurturing care (30.4 vs 22.1%, P = 0.0036). Only 42.7% of caregivers knew that at least 30 minutes daily tummy time was necessary for infant, and more primary caregivers in the attending group knew that, compared to the non-attending group (45.3 vs 36.8%, P = 0.0098).ConclusionsThe current status of infants’ tummy time practices and caregivers’ knowledge are generally suboptimal within the context of ECE institutions in urban China. Longer nurturing time contributes to higher compliance with tummy time guidelines. Effectively promoting tummy time practices through multiple channels in China is crucial.

Abstract: Moral education is a fundamental component in the character formation of young children, especially in Islamic-based education. Instilling Islamic moral values in Early Childhood Education (PAUD) institutions is crucial to building a solid foundation of character. This study aims to explore the role of teachers in instilling Islamic moral values through daily activities at PAUD in Padangsidimpuan. A qualitative approach with a case study method was used, involving observation, interviews, and document analysis. The findings indicate that teachers play an important role through modeling, habituation, and storytelling. Activities such as collective prayers, greeting each other, and helping others are regularly conducted to instill values such as patience, honesty, and compassion. Challenges faced include time constraints, limited teaching materials, and the need for active involvement from parents. This study recommends continuous teacher training, provision of adequate facilities, and strengthening cooperation between schools and parents to support Islamic character education. Keywords: Teacher's Role, Education, Islamic Values, Early Childhood

The academic supervision is an effort to help teachers develop their abilities to achieve learning goals, but the most of the early childhood education isntitutions do not yet know the guidelines and format of academic supervision that is in accordance with the standards for early childhood education. This study aims to develop a model of academic supervision in early childhood education (ECE) institutions. Using Research and Development approach, this study has developed an academic supervision model. The data of this study were collected using questionnaire to 50 respondents. Observation, interview and document collection also used to enrich the data and information for the academic supervision model. The data analyzed using descriptive qualitative technique, while the quantitative technique used for the eligibility of this academic supervision model. This academic supervision model has this following eligibility criteria: a. have a good format (80% on average), b. has good supervision model substance (an average of 81%), c. have good supervision procedures (80% on average). The academic supervision model in ECE has a very good success rate, it is proven that teachers can use this model easily. The use of this supervision model can provide a complete and comprehensive description of academic supervision in early childhood education institutions.

This research aims to develop a comprehensive framework in the integration of Islamic values in early childhood education (PAUD), in order to support the formation of Islamic character, morals, and ethics from an early age. A qualitative approach with a case study method is applied to five early childhood education institutions in Indonesia that have implemented Islamic values in their curriculum. Data was collected through in-depth interviews, observations, and documentation analysis of school principals, teachers, and parents. The results of the study show that these early childhood education institutions use exemplary methods, Islamic storytelling, and play activities as the main approach in teaching Islamic values to children. The exemplary method is the most dominant technique because it provides direct examples in daily behavior, while Islamic storytelling is used to convey moral messages in an interesting and easy-to-understand manner for children. Play activities are also integrated with Islamic values, allowing children to learn in a fun and age-appropriate setting. However, this study also found challenges such as limited training for teachers and limited time in implementing the Islamic curriculum to the maximum. Therefore, recommendations for regular teacher training and the development of Islamic modules are prepared as an effort to improve the quality of teaching. The framework resulting from this study makes a significant contribution to the development of an Islamic-based PAUD curriculum that is flexible and adaptive, and is expected to be a practical guide in supporting children's character education from an early age

The success of Islamic Education in early childhood is often measured by the amount of memorization of daily prayers and short letters in the Qur’an. Learning methods used by teachers have not been able to fulfill the basic needs of basic characteristics of early childhood. The moral-religious aspect seems to be only a complement to the cognitive aspects, not as a spirit that underlies the achievement of cognitive aspects. This research is a qualitative research. This study aimed to explore religious and moral values and reveal the implementation of Islamic religious education in Early Childhood Education institutions. Data collection techniques were used interview, document study, observation, and Focus Group Discussion. The research data was analyzed by interactive analysis developed by Miles and Hubberman which began with data reduction, data display, and conclusion drawing or verification. The results showed that the values developed are knowing the religion adopted, doing worship, honest, helping, polite, respectful, sportive, maintaining personal hygiene and the environment, knowing religious days, and respecting or tolerance with the religion of others. Implementation of religious values through integration in the teaching and learning process, activities before and after learning activities, learning together, Parenting, and projections of home activities.

Greater public and scholarly awareness of the educational influence of males (men and fathers) on child development has generated a parallel need for empirical research into the gender-related structure and dynamics of relationships between girls/boys and female/male educators in early childhood education institutions. The Austrian W-INN pilot study, carried out between 2010 and 2012, used a cross-sectional mixed-methods design (video-based observation and questionnaires) to research possible pedagogical differences and similarities between male and female educators, and their impact on boys’ and girls’ behaviour in early childhood education institutions. Ten Austrian Early Childhood Education and Care (ECEC) groups were recruited: 5 female-only and 5 mixed-gender teams of educators, 30 children (15 boys, 15 girls) aged 4–6. Analysis of data on educational dimensions reveal male and female educators hardly differ (the exception, men are significantly more permissive). Mixed-gender teams produce significantly greater social mobility among children than do female-only teams. Analysing children’s behaviour towards educators, clear gender specific effects can be found across various levels of inquiry: girls react less obviously to an educator’s gender; boys, especially, are drawn significantly more frequently to a man in the ECEC team. Implications for pedagogical professionalism as well as limitations of the results are discussed.

Greater public and scholarly awareness of the educational influence of males (men and fathers) on child development has generated a parallel need for empirical research into the gender-related structure and dynamics of relationships between girls/boys and female/male educators in early childhood education institutions. The Austrian W-INN pilot study, carried out between 2010 and 2012, used a cross-sectional mixed-methods design (video-based observation and questionnaires) to research possible pedagogical differences and similarities between male and female educators, and their impact on boys’ and girls’ behaviour in early childhood education institutions. Ten Austrian Early Childhood Education and Care (ECEC) groups were recruited: 5 female-only and 5 mixed-gender teams of educators, 30 children (15 boys, 15 girls) aged 4–6. Analysis of data on educational dimensions reveal male and female educators hardly differ (the exception, men are significantly more permissive). Mixed-gender teams produce significantly greater social mobility among children than do female-only teams. Analysing children’s behaviour towards educators, clear gender specific effects can be found across various levels of inquiry: girls react less obviously to an educator’s gender; boys, especially, are drawn significantly more frequently to a man in the ECEC team. Implications for pedagogical professionalism as well as limitations of the results are discussed.

This study aims to analyze the effect of implementing the Independent Curriculum on the critical and creative thinking skills of early childhood students, with technology as a mediating variable, in Early Childhood Education (PAUD) institutions in Medan City. The research approach uses a quantitative, explanatory design. The population in this study was four early childhood education institutions included in the driving schools. The sampling technique was a census, with the entire population sampled, totaling 125 people. Data were collected through a structured questionnaire and analyzed using analysis models tracked with the SmartPLS software. The study's results indicate that implementing the Independent Curriculum has a positive, significant effect on children's critical and creative thinking skills. Technological support has been shown to significantly mediate the relationship between implementing the Independent Curriculum and improving children's critical and creative thinking skills. This study emphasizes the importance of integrating technology into the implementation of the Independent Curriculum to encourage the development of early childhood potential, especially in higher-order thinking. These findings provide practical implications for teachers, parents, and Early Childhood Education (PAUD) institutions in optimizing innovative learning strategies based on the Independent Curriculum with technological support.

This research introduces a fresh perspective by developing a quality management model designed to enhance the internal capacity of Early Childhood Education (ECE) institutions through the empowerment of teachers, principals, and other educational staff. The goal is to shift the focus of quality management from being a purely administrative task to a more self-sustaining, internally driven process. The study employed a modified Borg and Gall Research and Development (R&amp;D) model, including preliminary studies, design, expert validation, and model revision. Data were collected through interviews, observations, and document analysis at ECE institutions in Parepare City, Indonesia. The model is practical, easy to implement, and has high content validity. The findings indicate that the developed model consists of five core components: learning planning, learning implementation, internal supervision, educator professional development, and continuous improvement strategies. This model strengthens ECE institutions' internal capacity for continuous quality management and is recommended for adaptation across various ECE contexts. It offers a process-based approach that aligns with national standards and international best practices, making it adaptable for developing countries. The model’s flexibility and focus on local contexts provide valuable insights for improving ECE practices and informing education policy globally. The contribution of this research lies in offering a practical and sustainable framework for ECE institutions to manage and improve quality, with a focus on internal empowerment and contextual adaptation.

The involvement of male teachers in Early Childhood Education (ECE) institutions is still a matter of debate. Data for the last 10 years shows a decrease in the number of male teachers in ECE institutions. Even though their involvement is as a substitute figure for their father at school. This study aims to determine the strategy carried out at ECE institutions in KB-TK Al-Fath Cirendeu in involving male teachers. This research uses a qualitative approach with a case study method. The research subjects included: the principal, 2 female teachers and 7 male teachers. Data collection was carried out employing observation, in-depth interviews and documentation. Data analysis using Miles Huberman through the stages of data reduction, data presentation, verification, and concluding. The results of the study found that the ECE institutional strategy to involve male teachers in the institution was carried out through the planning of male teacher involvement objectives, recruitment plans, provision of special facilities, preparation of organizational structures, division of job descriptions between male and female teachers and institutional supervision of male teacher performance.

BackgroundHealthy movement behaviours in early life promote better physical health and facilitate psychological development. Early childhood education (ECE) institutions provide opportunities for caregivers to improve children’s movement behaviour practices, but little is known about the current status of movement behaviours among infants and young children in urban China in this context. We aimed to investigate the movement behaviour status of children under two years of age via ECE institutions and compare movement behaviour practices and knowledge between children attending ECE classes and those not attending.MethodsWe conducted the cross-sectional survey from 1 March to 30 April 2023 in Gymboree Play&Music, an ECE institution covering 31 provinces in China. We developed our survey instrument based on World Health Organization (WHO) guidelines to measure children’s movement behaviour practices and caregivers’ movement behaviour knowledge. We carried out the online questionnaire survey through Sojump, the largest professional online survey platform in China. We sent a quick response (QR) code to Gymboree Play&Music centres; the QR code was linked to a questionnaire intended for caregiver members and non-members coming for experience classes and activities.ResultsWe surveyed 3355 primary caregivers, encompassing 504, 536, and 2315 children aged 0-5 months, 6-11 months, and 12-23 months, respectively. Overall, less than half of the children met recommendations in physical activity time (PAT) (19.2%), physical restraint (PR) (45.8%), and screen time (ST) (46.4%) during the last 24 hours. PAT, outdoor time (OT), and sleep duration (SD) in children aged 0-5 months were significantly lower than in the other two age groups, while ST was significantly higher than in the other two age groups during the last 24 hours (all P < 0.001). For children attending ECE classes, PAT, OT, and SD were significantly higher than those not attending ECE during the last 24 hours and the last two weeks (all P < 0.05). All indicators in the long-nursing care time (NCT) group were significantly higher than those in the short-NCT group, while there was no statistical difference in SD between the two groups (66.6% vs 65.6%; P = 0.558).ConclusionsThe status of movement behaviours for children under two years old in urban China is not optimistic, especially for PAT, PR, and ST. Additionally, attending early childhood education classes and primary caregivers’ daily nurturing care time are important for infants and young children to adhere to movement guidelines. Consequently, more ECE institution-specific practical strategies and educational materials are needed to promote compliance with movement behaviour guidelines.