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Critical Reflections on the Role of Islamic Early Childhood Educators in Building Tolerance Awareness in Educational Setting
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Abstract
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
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1. Introduction
Islamic early childhood education emphasizes holistic development by integrating Islamic values into children's cognitive, social, emotional, and spiritual growth. The primary goal is to nurture religious understanding and character formation from an early age, providing a strong foundation in Islamic principles. Research highlights the effectiveness of integrated learning models that enhance children's comprehension of religious concepts through collaboration among educational institutions, parents, and communities(Manora et al., 2024). For example, the Islamic Religious Education (PAI) curriculum for young children promotes spiritual, emotional, and intellectual growth through play-based learning, engaging children with religious content while supporting overall development(Mutholingah, 2024). Psychological principles are also crucial; understanding a child's nature and employing developmentally appropriate methods are essential for nurturing faith and moral character(Rokhimah et al., 2024). Similar approaches elsewhere show that constructive religious upbringing enhances moral development by instilling prosocial values like tolerance and social care(Yust, 2019). Collectively, these studies underscore the importance of early Islamic education in shaping a balanced Muslim identity through holistic approaches addressing spiritual and cognitive needs.
Building on this foundation, Islamic early childhood education is anchored in a holistic approach integrating spiritual, intellectual, social, and moral development. It emphasizes the foundation ofaqidah(faith), introducing children to belief in Allah and practices like prayer and Quran recitation. Daily habits at home and in educational settings reinforce this foundation, with the family playing a crucial role(Hidayat et al., 2024). Developing moral character through Quranic and Hadith-derived values is central, aiming to fosterakhlaq(good character) and teach children to live according to Islamic principles(Wahyunisa, 2019). Integrating spiritual intelligence guides children to develop self-awareness, empathy, and responsible behavior while building a relationship with Allah(Salimah et al., 2023). In other contexts, emphasizing moral and spiritual upbringing enhances openness toward religious diversity and fosters inclusiveness(Nicolaisen, 2012). Collaboration among educators, parents, and the community ensures consistent religious education and moral guidance both inside and outside formal schooling.
Teaching tolerance in early childhood is vital for promoting respectful, empathetic, and cooperative behaviors that contribute to peaceful social interactions. Tolerance education helps children appreciate diversity and reduces tendencies toward intolerance, radicalism, and discrimination later in life. In multicultural societies, early exposure to diverse viewpoints builds harmonious relationships. For instance, in Jerusalem, narratives among religious and secular children highlight the potential for fostering mutual understanding through educational settings that emphasize tolerance(Roer-Strier et al., 2003). Schools and families play pivotal roles in teaching tolerance through habituation, modeling respectful behavior, and engaging children in activities that encourage mutual respect and cooperation(Jumiatmoko et al., 2024). In regions with minority tensions, early tolerance education counters radical ideologies and fosters a socially inclusive mindset(Nadlifah et al., 2024). Educators and parents must collaborate to nurture children's ability to respect differences, shaping their character to value diversity from a young age(Syahputri, 2024). Transferring tolerance values from parents to children through family relationships and respect for differences effectively cultivates mutual consideration in community life(Sumadi et al., 2021).
Teachers are crucial in encouraging tolerance by creating inclusive environments and using methods that promote empathy, cooperation, and respect for diversity. Strategies include modeling tolerant behavior, organizing group activities, and teaching appreciation of differences through storytelling, play, and discussions. In rural Armenia, teachers use child-centered pedagogies to advance children's voices, emphasizing respect and inclusivity despite systemic limitations(Khachatryan, 2022). At PAUD Al-Barokah, teachers encourage sharing, cooperative tasks, and participation in religious activities, helping children internalize tolerance values through hands-on experiences. In child-friendly schools, habituation activities and examples of tolerant behavior effectively shape attitudes toward tolerance(Jumiatmoko et al., 2024). Educators integrate tolerance into the curriculum through stories and role-playing that highlight diverse cultural perspectives, fostering positive responses to diversity(Mutik, 2023). Using religious-based children's literature enhances students' tolerance toward religious diversity through critical learning and literacy engagement(Hayik, 2015).
Teaching tolerance in Islamic educational settings faces challenges like the dominance of mono-religious education models, cultural resistance to change, and misconceptions about religious teachings. In Indonesia, Islamic Religious Education often follows a mono-religious framework, complicating efforts to foster interreligious and intercultural tolerance(Fitriani, 2023). Similar issues occur in Western countries, where Christianity's dominance in education indicates the need for more inclusive approaches in plural societies(Byrne, 2014). Resistance to moderate and inclusive interpretations of Islamic teachings can hinder tolerance education. Teachers may struggle to align religious values with modern concepts of tolerance, further complicated by inadequate curricula and insufficient training(Yanto et al., 2023). Stereotypes and discrimination in educational settings create additional barriers, necessitating efforts to build inclusive Islamic education systems(Barella et al., 2023). The limits of cultural relativism highlight complexities in promoting tolerance, as even tolerant societies may exhibit intolerance toward certain practices, challenging assumptions of cultural representation(Sutton, 1998).
Educators shape students' moral values by acting as ethical models and creating environments that encourage moral reasoning and behavior. They influence students by exemplifying ethical behavior, facilitating discussions on moral issues, and guiding reflection on values and decision-making. This guidance is crucial in today's globalized world, where students face complex social and ethical challenges. Teachers play an important role in increasing social awareness of cultural diversity through understanding customs and beliefs of immigrant groups(Morrish, 2021). They promote ethical responsibility, critical thinking, and self-reflection, ensuring students develop strong moral
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