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Childhood Education and Popular Islam: Islamic Psychology as a Pattern of Early Childhood Education in the Authoritative Affinity of Popular Islam
Main Article Content
Abstract
Purpose – This study examines how Islamic psychology contributes to early childhood education by integrating spirituality, emotional well-being, and intellectual development, while addressing the impact of globalization and popular Islam on the authenticity of Islamic teachings.
Design/methods/approach – The study employs a qualitative methodology centered on conceptual analysis, utilizing systematic reviews of scholarly articles, books, and relevant media. This approach critically examines key concepts such as fitrah (innate nature), nafs (soul dynamics), and their applications in early childhood education, particularly in the context of media and cultural globalization.
Findings – The findings reveal that Islamic psychology provides a robust foundation for addressing contemporary challenges in early childhood education. Key principles such as fitrah and tawhid support the development of children’s spiritual, cognitive, and emotional capacities. However, the increasing commercialization of Islamic values through popular media risks diluting these teachings into superficial symbols. The study emphasizes the need for parental and educator involvement to ensure the alignment of popular Islamic content with authentic religious values, providing a balanced approach to moral and spiritual education. Additionally, the research highlights the potential of Islamic psychological principles to offer innovative solutions to counteract identity crises in children, promoting resilience against the influences of globalization and consumer culture.
Research implications/limitations – The study is limited to theoretical and conceptual analyses of Islamic psychology in early childhood education and does not include empirical data. Future research should focus on field-based studies to evaluate the practical application of these concepts in diverse cultural and educational settings. Additionally, the findings underscore the necessity for policy reforms to integrate Islamic psychological principles into early childhood education curricula.
Practical implications – This research provides actionable insights for integrating Islamic psychology into early childhood education by combining spiritual, cognitive, and emotional development, leveraging media responsibly, and creating Islamic value-oriented environments to help children navigate sociocultural challenges while maintaining their religious identity.
Originality/value – This study highlights the integration of Islamic psychological principles to address challenges in early childhood education amid popular Islam and globalization, offering a holistic paradigm that balances intellectual, spiritual, and emotional development to create resilient, morally grounded individuals.
Paper type Conceptual paper
Keywords:
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1. Introduction
The integration of Islamic psychology into early childhood education emerges as a critical focus in contemporary Islamic studies. This interdisciplinary approach addresses growing societal and educational challenges exacerbated by globalization and cultural shifts(Burde et al., 2015)(Nudin, 2020). Early childhood is a vital developmental stage where religious identity and moral character are most effectively cultivated, aligning with the holistic goals of Islamic education(Mustakim et al., 2022)(Saada, 2018). The increasing prominence of popular Islam through media and digital platforms reshapes Islamic educational practices, raising both opportunities and concerns(Alhosani, 2022)(Hoesterey & Clark, 2012). As such, a deeper exploration of Islamic psychology offers potential solutions to harmonize modern pedagogical needs with traditional Islamic values(Kaplick & Skinner, 2017)(Mohamed, 1998). Integrating religious frameworks into early childhood education is critical for fostering spiritual, cognitive, and emotional growth in children. Historically, Islamic psychology has been central to Islamic civilization, emphasizing the balance between soul, mind, and body(Arshad, 2019). Scholars such as Al-Razi and Al-Farabi introduced frameworks that addressed mental well-being alongside physical health, offering pioneering contributions to holistic education(Haque, 2004)(Nasrulloh, 2009). Modern reinterpretations of these classical approaches underscore their relevance in addressing contemporary challenges, including the commodification of religious values(Kailani, 2018)(Rudnyckyj, 2009). This study builds upon these works by situating Islamic psychology within the context of early childhood education to counterbalance the impact of secularized global influences(Muhammad & Desari, 2023)(Rassool, 2023).
Islamic psychology’s application in child education extends beyond theoretical constructs to practical methods that emphasize moral and spiritual dimensions. For example, concepts such asfitrah(innate nature) andnafs(soul dynamics) provide foundational principles for nurturing children’s spiritual identity(Ganjvar, 2019). Zakiah Dradjat’s work on psycho-educative and socio-cultural education has been instrumental in linking Islamic psychological concepts with practical parenting models(Oweis et al., 2012)(Perry, 2021). Similarly, the use of media, including Islamic animations and songs, offers innovative yet sometimes superficial approaches to instilling religious values in children(Mustakim et al., 2022). These studies emphasize the need for a nuanced understanding of how Islamic psychology can enhance educational practices while maintaining the integrity of Islamic teachings(Gumiandari et al., 2019). Despite extensive research, the methodological application of Islamic psychology within early childhood education remains underexplored and requires further development. Current studies often focus on general Islamic education, neglecting specific strategies for early childhood contexts(Browning & Bunge, 2009)(Oers, 2017). Additionally, the over-reliance on secular psychological models in Muslim-majority countries has limited the integration of Islamic spiritual values into mainstream education systems(Kusuma, 2022)(Scourfield & Nasiruddin, 2015). These limitations underscore the need for frameworks that address both individual and societal dimensions of child development, integrating Islamic principles with contemporary pedagogical practices(Nosratabadi et al., 2021)(Zimet & Gilat, 2017).
The study of Islamic psychology in early childhood education has been further complicated by controversies surrounding popular Islamic practices. The commodification of religious symbols through digital media and consumer products risks reducing Islamic values to superficial representations, particularly in urban settings(Hefner, 1997)(Rudnyckyj, 2009). Popular Islam, often presented through animations, songs, and toys, must be critically examined to ensure that it aligns with authentic Islamic teachings and contributes meaningfully to children’s moral and spiritual development(Kailani, 2018)(Mustakim et al., 2022). Without a critical framework, these practices risk perpetuating identity crises and moral disorientation among children exposed to competing cultural influences(Hoesterey & Clark, 2012)(Jati, 2015).
This article aims to address these gaps by exploring the relevance and contributions of Islamic psychology in early childhood education. Specifically, it examines how Islamic psychology can foster character and moral development while responding to challenges posed by globalization and the influence of popular Islamic practices. By situating Islamic psychology within the broader context of child education, this study seeks to provide actionable insights for educators, parents, and policymakers(Madyawati et al., 2023). It further highlights the potential of Islamic psychology to offer a holistic educational model that balances intellectual, spiritual, and emotional dimensions, ensuring the cultivation of well-rounded individuals equipped to navigate complex sociocultural landscapes(Darling & Steinberg, 2017)(Rassool, 2023). By grounding its analysis in both classical and contemporary perspectives, this study contributes to the broader discourse on Islamic education. It proposes integrative methodologies that emphasize the spiritual, cognitive, and social aspects of child development, offering practical strategies for educators and policymakers. Through its focus on Islamic psychology, this article seeks to bridge traditional Islamic principles with modern pedagogical needs, providing a sustainable framework for nurturing well-rounded, morally grounded individuals(Ganjvar, 2019)(Perry, 2021).
2. Methods
This article uses qualitative methods, emphasizing conceptual analysis to examine various relevant literature(Creswell, 2014). The research process involved identifying literature using keywords such as 'Islamic psychology,' 'Islamic education,' 'early childhood education,' and 'popular Islam' from databases like Google Scholar, PubMed, and JSTOR. Strict inclusion and exclusion criteria were applied, prioritizing peer-reviewed sources published in the last 10 years (2013-2023) in English and Bahasa Indonesia. The PRISMA framework guided the systematic identification, screening, and selection process, resulting in 62 studies for conceptual analysis. These studies were analyzed to identify, categorize, and synthesize key concepts, allowing for the development of an integrative theoretical framework addressing challenges in early childhood Islamic education. The inclusion and exclusion criteria were clearly defined to ensure the
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