<![CDATA[Early childhood education increasingly emphasizes holistic development beyond cognitive achievement, including spiritual, personal, and social dimensions. However, existing mindfulness practices in educational settings remain predominantly secular, while studies integrating Islamic spirituality and local cultural wisdom are still limited. This study aims to develop a conceptual framework for implementing ethnopedagogy-based Islamic mindfulness to foster holistic awareness among young children. A qualitative literature review was conducted and enriched by limited observations in an early childhood education institution in Magelang, Indonesia. Data were analyzed using thematic and interpretive approaches to synthesize concepts related to Islamic mindfulness, ethnopedagogy, and holistic child development. The findings indicate that the integration of Islamic mindfulness and ethnopedagogy promotes three interconnected dimensions of awareness: spiritual awareness, self-awareness, and social awareness. The study proposes a consciousness-based curriculum framework consisting of Islamic values and local wisdom as inputs, mindfulness-oriented experiential learning processes, and holistic awareness as educational outcomes. The main contribution of this study lies in bridging Islamic psychospiritual principles and ethnopedagogical approaches within a unified educational framework. The findings suggest that contextualized mindfulness practices can strengthen character formation by fostering internal awareness rather than merely emphasizing observable behavior. This framework provides practical guidance for educators seeking to design culturally responsive and spiritually grounded learning experiences. In conclusion, ethnopedagogy-based Islamic mindfulness offers a promising approach to holistic early childhood education. Future research is recommended to empirically examine the effectiveness of the proposed framework across diverse educational settings.]]>
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