<![CDATA[Indonesia, as a multicultural nation, faces challenges in fostering tolerance and respect for differences from an early age. Religious moderation education is essential for developing children’s ability to live harmoniously in diverse environments. However, its implementation in inclusive early childhood education (ECE) settings requires further exploration. This study aims to analyze the implementation of religious moderation values, identify factors supporting their internalization, and examine their implications for early childhood education. A qualitative approach was employed using a participatory ethnographic case study design. The participants included the school principal, teachers, staff, parents, and children aged 4–6 years involved in educational activities at an inclusive ECE institution serving children from diverse religious backgrounds. Data were collected through participant observation, in-depth interviews, and documentation, then analyzed interactively using the Miles and Huberman model, which involves data reduction, data display, and conclusion drawing and verification. The findings indicate that the values of tasamuh (tolerance), i’tidal (justice), muwathanah (national commitment), and qudwah (exemplary conduct) are internalized through daily routines, thematic activities involving cultural and religious diversity, and teachers’ role modeling. Parental involvement also supports the continuity of these values between school and home. The study concludes that religious moderation can be integrated into ECE through inclusive learning environments, role modeling, and family collaboration. These findings highlight the need to strengthen teachers’ competencies and school–parent partnerships to support character education that respects diversity.]]>
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