Managing Character Education in Early Childhood: A Multisite Case Study of Planning, Leadership, and Supervision Practices


 
 
 Character education in early childhood is not new, and character education is also not just a transfer of knowledge, but something that needs to be built early on through various stimula- tions. This study aims to develop the character of early childhood through audio-visual media with traditional Javanese songs. Using educational design-based research to develop audio-visual media from traditional songs, this media was tested in the field with an experimental design with a control group. Respondents involved 71 kindergarten students from one experimental class in one control class. The data revealed that character education in children shows the average value of the experi- mental class is higher than the control group, this means character education in children can be built through traditional songs. Further research can be done to improve the character of early childhood through a variety of media that interests children.
 Keywords: Early Childhood, Character Education, Javanese Traditional Songs Media

Learning activities within the framework of character development that learners can use as a contextual approach to teaching and learning concepts and help students advance of the material that is taught to associate with real-world situations so that learners are able to make connections knowledge with applicability in their lives. so, through contextual learning more learners have comprehensive results not only on the cognitive level (though the thought), but at the level of affection (heart, though, taste, and intention) and psychomotor (sports). This study intends to examine the implementation of the model of Learning Management Character Education in Early Childhood in TA as the city of Semarang and a pilot study in roommates researchers stacking dissertation will be titled character education management patterns in early childhood the TA as the city of Semarang. Formulation of the problem in this research is: how does Character Education Learning Management modeling Early Childhood in the TAas Semarang? In accordance with the formulation of the research problem, the general objectives to be achieved through this research is to find simultaneously describe the Learning Management Character Education in Early Childhood in the TA as the city of Semarang. Referring to the objectives to be achieved, this research program was designed with a Research and Development, means a course of study followed by the development program for the repair or improvement (Arikunto, 1996:9). To produce a prototype of a Learning Management Character Education in Early Childhood pad in a TA as the city of Semarang, systematic measures were taken in the form of a process of action, reflection, evaluation, and innovation by applying qualitative research methods, descriptive, development, experimentation, and evaluation. How to cite Nurussa’adah, N. (2014). Implementation of Learning Management Model of Character Education in Early Childhood in Tarbiyatul-Athfal (TA) Semarang. Indonesian Journal Of Early Childhood Education Studies , 3(2), 118-126. doi:10.15294/ijeces.v3i2.9485

This study explores the integration of Islamic values in the Merdeka Curriculum for early childhood education (PAUD) to foster children’s independence. Although numerous studies have discussed character education and independence in early childhood, research specifically examining the systematic integration of Islamic values of independence within the flexible framework of Kurikulum Merdeka remains limited. Most existing literature focuses on general teaching methods or environmental factors, while deeper exploration of how Islamic values can be naturally embedded to strengthen moral and practical independence is still needed. This research aims to analyze the forms, strategies, and relevance of integrating Islamic independence values in PAUD Kurikulum Merdeka implementation and how this integration supports the formation of independent character in young learners. Using a qualitative narrative literature review approach, data were collected from reputable journals, books, national policy documents, and previous studies, then analyzed descriptively through data reduction, thematic grouping, interpretation, and conclusion drawing. The study highlights that Islamic values such as ikhtiar, amanah, discipline, and responsibility can be effectively internalized through daily routines, play-based learning, educator modeling, and project activities rather than as separate subjects. The findings imply that an integrative value-based curriculum can nurture independence not only as a practical skill but also as a moral disposition. This approach offers practical guidance for PAUD teachers and policymakers in developing more holistic and culturally relevant curricula, while contributing theoretically to the field of Islamic character education in early childhood.

Prevention of bullying in preschool requires an approach that is appropriate to early childhood development. This study aims to analyze teachers’ efforts in preventing bullying through character education in early childhood from an Islamic perspective. A holistic multiple-case design (single unit of analysis) was used as the research design. Data were collected through observations, interviews with one principal and one experienced teacher, and an in-depth analysis of 21 reputable international scientific articles from several countries (United Kingdom, United States, Taiwan, Hong Kong, Indonesia, Saudi Arabia, Malaysia, Switzerland, Korea, Greece, and Sweden). Observations were conducted over twelve days on the teacher’s learning process, and in-depth interviews were carried out with the same teacher and the principal. All data were analyzed using the interactive qualitative data analysis model Miles & Huberman. The results show that teachers’ efforts in preventing bullying through character education in early childhood from an Islamic perspective are implemented through: (i) providing continuous understanding, good advice, and avoiding discrimination among peers; (ii) demonstrating positive attitudes; (iii) fostering empathy in children; and (iv) maintaining continuous communication between teachers and parents to jointly guide the children. These findings are consistent with behaviorist, constructivist, humanistic, and Islamic perspectives, all of which emphasize the importance of environmental support and direct experience in character building, which in turn has implications for preventing bullying in early childhood. The findings of this study can be used as one of the primary approaches for preventing bullying in early childhood.

Family is a place of learning that is full of true love and affection. Good characters embodied in the family are very fundamental human characteristics. Children’s capability to function as responsible citizens must be nurtured early on. Family is the smallest social unit that has an important role in the development of children's character, which lies in character education model given by the parents to their children. Character education within a family has not been conceptualized in a way that leads to a variety of educational praxis according to the understanding of each parent. The purpose of the study is to describe what values can be internalized to a family since early childhood. The research method used is literature study (library research), which is a research conducted by the researchers by collecting a number of books, magazines, leaflets pertaining to problems and research objectives. The findings show that children's character education should start from within the family, because family is the smallest unit of society and it will depend on parents to teach children from early age. Children’s character building within the family is not an easy practice because it requires systemic handling. There are interrelationships of other components, such as schools and community environments, which is necessary in its implementation. Character education in early childhood should start from the family through the eight family functions including (1) Education Function, (2) Protection Function, (3) Affection function, (4) Socialization function, (5) Reproduction Function, (6) Religious Functions, (7) Economic Functions, and (8) Recreation Functions.

This study aims to determine the implementation of disciplinary character education in early childhood at RA Al Amin Jakarta, and to identify its influence on children's character development. Disciplinary character education in early childhood is one of the important aspects in forming positive behavior that can support children's development both in the family and school environment. The research method used is qualitative descriptive research with a case study approach. Data were collected through observation, interviews with teachers, principals, and parents, as well as document analysis related to the implementation of character education in schools. The results of the study indicate that the implementation of disciplinary character education at RA Al Amin Jakarta has been running well through various activities that support disciplinary values, such as the formation of punctual habits, arranging daily routines, and strengthening discipline in various activities. Teachers also play an active role in instilling discipline through role models and consistent approaches. Children show positive behavioral changes, such as increased discipline in following existing schedules and rules. The implication of this study is the importance of the role of schools and parents in supporting disciplinary character education to form children who have structured and independent behavior. The application of the results of this study can be used as a guideline for other early childhood education institutions in implementing disciplined character education effectively and in a planned manner, as well as a reference for improving collaboration between schools and parents in educating children.

This study aims to analyze YouTube as a medium for strengthening character education in early childhood in the Azzainiyah Karanganyar Play Group Paiton Probolinggo. The analytical method used in discussing problems uses qualitative methods. With the results of the study show that YouTube as a medium for strengthening character education in Early Childhood plays an important role in children. With media they are easier to learn so that it gives a very big influence.

The purpose of this study was to determine the implementation of character education in early childhood. Character education is an ongoing process, the goal to be achieved by character education is the implementation of the exemplary values formed in each human person as a social being. The purpose of character education desired by Imam Al-Ghazali is taqarrub ilallah and perfection to achieve happiness in the life of the world and the hereafter. Imam Al-Ghazali's thoughts on character education always show the morality and spirituality side. The results achieved in this study that the implementation of character education in early childhood which according to Imam Al-Ghazali is a thought that is based on habituation that starts from giving examples and exercises, in order to form good morals as a basis for the formation of dignified human character.

Character education is an important foundation that must be applied to children starting from the beginning at the golden age. The purpose of this research is to provide evidence of the life of the Baduy tribe with very obedient/obedient traditions in creating a safe, peaceful, serene, balanced life, which is found in the lives of individuals, families, wider society, religion and the state which is carried out through character education. This research examines the instillation of character education in early childhood of the Muslim Baduy tribe, especially in Nurul Ilmi PAUD which is located in Lembah Barokah Village, Ciboleger Village, Leuwidamar District, Lebak-Banten. This research uses qualitative methods with an ethnographic approach. Data collection techniques were obtained from observation and interviews. The results of the research show that the cultivation of Baduy Muslim character education at the Nurul Ilmi PAUD institution was carried out by introducing good role models, and children were trained in cooperation and children were trained in the qualities of courage. To support the implementation of character education in early childhood, cooperation between teachers, parental support, influential environments and local government is also needed.

This Paper discusses: (1) the importance of planting efforts character in early childhood in early childhood institutions; (2) the learning activities a Field Trip that reflect the application of character education in early childhood institutions; and (3) the variety of characters who woke up as the effects of the application of the learning Field Trip in early childhood in early childhood institutions. Character education involves the planting of knowledge, the love and the planting of the behavior of the kindness that become a pattern/habit. The purpose of this study is to determine the success and impact of the use of learning methods Field Trip. The method used is to observe the activities of the Field Trip that reflect the character education for early childhood, among others, is a visit to the neighborhood, to a tourist place, to market, to shop, to an industry, to the boarding school, to school, to the hospital, as well as other places nearby with the environment agency.

Let's put a national child care strategy back on the agenda

This study aims to examine the effect and the role of (1) parents' attention on early childhood character education; (2) parents' affection on the early childhood character education; (3) security on the early childhood character education; and (4) parents' attention, parents' affection, and security on the early childhood character education silmultaneously. The method of this research was ex-post facto research. The populations in this study were parents and children in kindergarten of Bima city. Samples from the population were taken from 2 sub-districts namely the Rasa Na'e Barat sub-district and Punda sub-district, which consist of 157 Parents. Instruments used in this research were observations and questionnaires. Meanwhile the data analysis was carried out by using certain techniques which was Inferential Statistics with multiple regression analysis. The result of this study showed that the role of parents' attention on early childhood character education has a significant effect of 0.570 and parents' affection love also has a significant effect on character education of early childhood actually as much as 0.572. While the analysis on the effect of security on character education for early childhood is 0.453. Multiple regression tests show that there was a very large effect from parents' attention, affection and safety in early childhood character education which was 30,618. These results proved that the role of attention, affection, and security given by parents directly affects the character education of early childhood.

Character education for early childhood is felt to be very important, because forming character values ​​for early childhood is like carving on stone which can last a long time. This descriptive qualitative research with literature study will discuss the urgency of character education for early childhood. The data analysis technique uses content analysis by sorting out data according to the objectives and research problems. This paper produces several things as follows. First, character education is very important for early childhood due to the following reasons, one of which is that early childhood has not been much affected by negative things from outside themselves or their environment. Second, the most appropriate implementation of character education for early childhood is through habituation. Habituation is a very appropriate method to do in early childhood education because the tendencies and instincts of children in teaching and habituation are very large compared to other ages. Third, the benefits of character education for early childhood can be divided into two, namely short-term and long-term. Short-term benefits, among others: children can know, distinguish various examples of good and bad behavior and the impact and consequences of doing so. While the long-term benefits, among others: become a character figure who has a balance of intellectual, emotional, and spiritual intelligence.

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

Character education is now indeed a major issue of education, apart from being part of the process of forming the nation's children's morals, character education is also expected to be the main foundation in the success of Indonesia Gold 2025. Character education can be given early in early childhood through the media of fairy tales. The importance of fairy tales for early childhood is not only an activity to put children to sleep but can also improve the development of the child's right brain, psychology, emotional intelligence, noble character, and increase imagination in early childhood. Telling fairy tales to children is an important part of parenting. Besides being useful for psychological development, it also makes children feel loved and cared for by their parents. So that it does not cause moral degradation amid the rapid development of technology today. Through fairy tales as a medium for character education in early childhood, children will be able to learn about the world, life, themselves, and others. Keywords: Character education, psychology, emotional intelligence, Jayapura