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Between Tradition and Digitalisation: Negotiated Mediation in Early Childhood Parenting Among Kiai Families in Sumenep Indonesia Aziz, Thorik; Mahmud Arif; Nurjannah, Nurjannah
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (2025): Issue in Progress
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2025.112-01

Purpose – This study investigates how Kiai families in Sumenep, Madura, mediate digital technology in early childhood parenting through value-based filtering grounded in Islamic traditions.Design/methods/approach – An ethnographic study with phenomenological sensitivity was conducted over four months. Data were collected through participatory observation of five kiai families and in-depth interviews with ten key informants (five kiai and five nyai). Thematic analysis was employed, involving open coding, axial coding, and interpretive synthesis to identify patterns of technology negotiation.Findings – Kiai families predominantly refused children's ownership of personal digital devices, prioritising direct parent-child interaction and physical play. Technology access was filtered through religious considerations, with children exposed only to pre-selected Islamic content under strict parental supervision. However, enforcement remained inconsistent due to practical constraints, and indirect exposure through extended family networks produced observable behavioural changes, including adoption of digital expressions, reduced participation in religious routines, and shifts from active to passive play. Nyai reported greater stress in managing boundary violations, revealing gendered dimensions of mediation labour. Interpretations of problematic change were contested across kiai, nyai, and non-kiai informants.Research implications/limitations – This study demonstrates that resistance to digital parenting reflects value-based negotiation rather than technological illiteracy, challenging dominant digital parenting frameworks widely used in scholarship worldwide. By introducing negotiated mediation, the study extends parental mediation theory by foregrounding religious authority and culturally embedded conceptions of childhood as analytically significant. Limitations include the small sample size, cultural specificity of the pesantren context in Sumenep, the four-month observation period, and potential researcher bias. Findings may not be directly transferable to other religious or non-religious settings.Practical implications – Community-based digital parenting programmes should integrate religious perspectives and involve local religious leaders to increase acceptance. Educational interventions must balance digital literacy with the preservation of community values rather than imposing universal models. Originality/value – This study introduces negotiated mediation as an analytical framework explaining how religious authority shapes parental responses to digitalisation through dialectical processes between Islamic values and technological realities. It addresses a gap in the digital parenting literature by foregrounding perspectives from a religiously conservative community, thereby challenging urban-centric and secular assumptions in existing research.Paper type Research paper

Integrating Islamic Values and Madurese Local Wisdom in Early Childhood Financial Literacy: Evidence from a Qualitative Multi-Site Case Study Astuti, Ria; Ardhana Reswari; Muammar Qadafi; Fadilah; Selfi Lailiyatul Iftitah; Luthfatun Nisa'
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (2025): Issue in Progress
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.112-03

Purpose – Financial literacy in Indonesia remains uneven, while early childhood financial education tends to emphasize cognitive skills and marginalize religious and cultural dimensions, particularly in Muslim-majority contexts. This study examines the integration of Islamic values and Madurese local wisdom through transformative learning in early childhood financial literacy education. Design/methods/approach – This qualitative multi-site case study involved 15 participants from two Islamic kindergartens in East Java, comprising eight teachers, two principals, and five parents. Data were collected over six months through non-participatory observation, semi-structured interviews, and document analysis. Data analysis followed Braun and Clarke’s reflexive thematic analysis. Trustworthiness was enhanced through methodological triangulation, member checking, and peer debriefing. Findings – The analysis identified three interrelated themes. The first concerns a pedagogical paradigm shift from teacher-centered to student-centered learning, mediated by the use of local wisdom as experiential learning resources, through the Beyond Centers and Circle Time model. The second theme highlights experiential entrepreneurship development through activities such as cooking classes, Market Day programs featuring Madurese products, and structured charitable practices. The third theme addresses the integration of values-based financial literacy, in which Islamic economic principles, including halal–haram considerations, charity, and social responsibility, are embedded in everyday financial learning activities. Across these themes, implementation was characterized by variation in children’s understanding, ongoing teacher mediation, and developmental constraints. Research implications/limitations – The findings indicate that values-integrated transformative learning can strengthen early childhood financial literacy by connecting economic concepts with ethical and cultural meanings. However, generalizability is limited by the small sample, Madurese cultural context, six-month duration, and qualitative design. Practical implications – Early childhood financial literacy in Muslim-majority settings may be enhanced through integrating Islamic values and local culture, supported by teacher capacity building, family–school collaboration, and pedagogical flexibility. Originality/value – This study contributes to values-integrated financial literacy and transformative pedagogy by showing that ethical, cultural, and economic learning develops through negotiated classroom practices rather than linear processes, with relevance across diverse sociocultural contexts.

Father Absence in Long-Distance Marriage and Early Childhood Self-Confidence in Indonesia: A Qualitative Phenomenological Study Integrating Attachment and Ecological Systems Theory Novianti, Ria; Nafisa Putri, Ainama; Maria, Ilga; Mpolomoka, Daniel
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (2025): Issue in Progress
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2025.112-04

Purpose – This study examines how father absence within long-distance marriage (LDM) arrangements influences the development of children’s self-confidence, with particular attention to gender-specific vulnerabilities. The analysis is framed through an integrated perspective combining attachment theory and ecological systems theory to explain how relational and contextual factors shape children’s socio-emotional outcomes. Design/methods/approach – Employing a qualitative phenomenological design, this study involved eight participants (five mothers and three early childhood teachers) from Pekanbaru City, Riau Province, Indonesia. Data were collected through semi-structured interviews and analyzed by applying bracketing, extracting meaning units, clustering meanings, and synthesizing the essence of participants’ lived experiences through iterative verification against the transcripts.Findings – Three principal findings emerged. First, fathers in LDM arrangements were described as having lower parenting self-efficacy and often delegated daily caregiving to mothers. Second, children in LDM families were reported to show lower self-confidence, expressed through clinginess, fearfulness, and heightened anxiety consistent with disrupted attachment-related security. Third, participants’ accounts suggested gendered patterns: girls were more often described as insecure and sometimes compensatorily self-reliant, whereas boys were more often described as showing reduced confidence alongside externalizing behaviors such as aggression.Research implications/limitations – The findings extend Western father-absence literature by validating these theories within the Indonesian context, demonstrating that virtual presence (video calls, periodic visits) maintains emotional connection but cannot fully support the consistent responsiveness required for secure attachment development.Practical implications – Policy and intervention programs should focus on strengthening paternal self-efficacy and increasing the quality and frequency of father–child interactions despite geographical separation. Family education initiatives, school-based guidance services, and accessible mental health support should address qualitative relational dimensions that promote attachment security and children’s self-confidence.Originality/value – This study uniquely examines LDM-induced father absence in Indonesia, distinguishing structural absence from relational abandonment, and demonstrating that extended family support, though culturally significant, provides only partial compensation for paternal absence in early childhood development.Paper Type Research paper

Islamic-Based Neuroparenting, Emotional Intelligence, and Character Development in Indonesian Muslim Diaspora Early Childhood in Australia: A Sequential Explanatory Mixed-Methods Study Ulfah, Maulidya; Suci Rohmadheny, Prima; Diah Andika Sari
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (2025): Issue in Progress
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.112-02

Purpose – This study develops and tests an Islamic-based neuroparenting framework to strengthen emotional intelligence and character formation among Indonesian Muslim diaspora children (4 to 6 years) in Australia.Design/methods/approach – A sequential explanatory mixed-method design was used. Survey data from 150 Indonesian diaspora parents across three Australian regions were analysed with SEM-PLS. Measures assessed Islamic-based neuroparenting, children’s emotional intelligence, and character development. Follow-up semi-structured interviews with 15 parents were analysed thematically to explain the statistical patterns.Findings – Mean scores were high for neuroparenting (M = 4.30), emotional intelligence (M = 4.18), and character development (M = 4.26). Islamic-based neuroparenting predicted emotional intelligence (β = 0.58, p < 0.001) and character development (β = 0.52, p < 0.001). Emotional intelligence predicted character development (β = 0.47, p < 0.001). Explanatory power was moderate to strong (R2 = 0.34 for emotional intelligence; R2 = 0.49 for character). Interviews highlighted parental self-regulation, affective closeness, and daily Islamic routines as mechanisms supporting children’s calming, empathy, and prosocial behaviour.Research implications/limitations – The study provides empirical evidence for integrating Islamic values and neuroscience in parenting models, though its generalizability is limited to Indonesian diaspora families in Australia. Future research may extend this work by comparing diaspora communities across different cultural settings or by examining longitudinal outcomes.Practical implications – The model can guide parents, early childhood educators, Muslim schools, and community organisations in designing parenting support that prioritises emotional responsiveness, developmentally appropriate stimulation, and consistent value transmission across home and school contexts.Originality/value – The study operationalises an integrative diaspora parenting model that synthesises neurodevelopmental principles with Islamic moral and spiritual values, supported by mixed-method evidence.Paper type Research paper

Negotiating Masculinity in Early Childhood Education: Relational Authority and Workforce Diversification among Male Teachers in Indonesia Selvi, Issaura Dwi; Suyadi; Ro'fah; Purnama, Sigit
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (2025): Issue in Progress
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2025.112-05

Purpose – This study examines how male teachers in Early Childhood Education (ECE) renegotiate masculine identity within a historically feminized profession in Indonesia. It demonstrates how authority is reorganized through relational pedagogy and emotional regulation, situating masculinity negotiation within debates on workforce diversification, teacher quality, and inclusive education under SDG 4.Design/methods/approach – This study employed an Interpretative Phenomenological Analysis (IPA) design to explore the lived experiences of six male Early Childhood Education teachers from three regions. Primary data were generated through in depth semi structured interviews, which formed the basis for idiographic thematic analysis and cross case interpretation. A national Focus Group Discussion involving 162 male teachers was observed as contextual support without contributing to theme development. Analysis was conducted through case by case interpretation informed by hegemonic masculinity theory, supported by audit trails and reflexive documentation to ensure trustworthiness.Findings – The findings reveal a layered reconfiguration of masculinity across micro, meso, and macro contexts. At the classroom level, authority is stabilized through emotional self-regulation and co-regulative interaction rather than dominance. At the symbolic level, leadership and paternal imagery are recalibrated through dialogical engagement and professional competence, including STEM-based pedagogical practice. At the collective level, professional networks function as stabilizing infrastructures that reframe individual doubt as structural negotiation. Within Muslim-majority society, moral vocabulary operates as a contextual resource that reinforces professional legitimacy without displacing the central focus on educational quality.Research implications/limitations – The study contributes to international scholarship by demonstrating how masculinity in ECE can be institutionally stabilized through relational practice and communal embedding in Global South contexts. Limitations include the qualitative and context-bound design, absence of cross-national comparison, and reliance on teachers who remain in the profession, suggesting directions for longitudinal and comparative research.Practical implications – The findings inform teacher education and policy discussions on workforce diversification, highlighting how gender-sensitive pedagogy, emotional literacy, and professional community support can enhance retention and legitimacy of male teachers in ECE systems.Originality/value – By identifying the micro-level mechanisms through which masculine authority is reconstructed in everyday ECE practice, this study advances understanding of gender negotiation within Muslim-majority societies.Paper type Phenomenological Qualitative Study

Exploring Preschool Teachers' Perspectives on Pedagogical Integration of Coding in Early Childhood Classrooms Gusmawanti, Sari; Kurniati, Euis; Mariyana, Rita
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (2025): Issue in Progress
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2025.112-10

Purpose – This study aims to explore preschool teachers’ perspectives on the pedagogical integration of coding in early childhood classrooms. As coding is increasingly introduced as part of early digital literacy, understanding teachers’ perspectives is essential for designing developmentally appropriate and context-sensitive practices in Indonesian early childhood education.Design/methods/approach – This study employed A qualitative descriptive design to capture teachers’ experiences, interpretations, and classroom considerations regarding coding integration. Five ECE (Early Childhood Education) teachers were selected through purposive sampling based on teaching experience, exposure to digital learning activities, and willingness to participate. Data were collected through semi-structured interviews and analyzed using thematic analysis through transcription, open coding, categorization, and theme development. Trustworthiness was strengthened through member checking, repeated reading of transcripts, and analytic memoing.Findings – The analysis generated eight interrelated themes. Three core findings emerged. First, teachers showed conceptual ambiguity in defining coding, indicating that coding is still understood unevenly in ECE settings. Second, teachers experienced pedagogical tension between digital learning demands and principles of child development, which led to a strong preference for unplugged and play-based coding activities. Third, structural constraints, including limited facilities, insufficient training, and the absence of clear curriculum guidance, restricted consistent implementation. Despite these constraints, teachers recognized coding as potentially beneficial for children’s logical thinking, creativity, problem-solving, and collaboration.Research implications/limitations – This study contributes empirical insight from a developing-country context in which coding in early childhood education remains underexplored. However, The small number of participants and the interview-based design limit broader transferability. Further studies involving more diverse settings, classroom observations, and comparative contexts are needed.Practical implications – The findings underline the need for sustained teacher professional development, accessible teaching resources, and contextual curriculum guidance for play-based coding integration. In low-resource contexts, unplugged coding can function as a realistic pedagogical entry point before the gradual use of digital tools.Originality/value – This study contributes to the discourse on early childhood coding education by foregrounding teachers’ perspectives in the Indonesian ECE context. It positions coding not merely as a technological innovation, but as a pedagogical practice negotiated through developmental considerations and structural limitations.Paper type Research paper

Parental Health Literacy and Nutritional Practices as Predictors of Stunting Prevention in Rural Indonesia: A Rasch Analysis Kurniawaty, Lia
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (2025): Issue in Progress
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2025.112-09

Purpose – Stunting remains a critical threat to early childhood development, with impacts on both physical growth and long-term cognitive outcomes, yet prevention efforts remain uneven. This study examines the role of parental health literacy in translating nutritional awareness into consistent daily feeding practices to support stunting prevention.Design/methods/approach – This study used a descriptive survey design with Rasch analysis to examine parental health literacy and parental attention to children’s nutritional needs in the context of stunting prevention. The study involved 176 parents of young children in Sukabumi Regency, Indonesia, selected through random sampling. Questionnaire data were used as the main source of analysis, while observations and brief conversations with parents were used only as contextual support in interpreting the setting. Rasch modeling was employed to assess item functioning, reliability, separation, and the distribution of respondents and items on the same logit scale.Findings – The findings indicate that parents more readily endorsed general forms of nutritional concern than structured feeding practices requiring consistent regulation of meal portions and meal times. This suggests that parental health literacy functions as an enabling condition, but does not automatically translate into stable household practice. The Rasch results showed strong measurement performance, with person reliability of 0.93, item reliability of 0.99, Cronbach’s alpha of 0.94, person separation of 3.63, and item separation of 13.67. Taken together, the results point to a meaningful gap between nutritional awareness and the practical organization of everyday feeding routines, which is where prevention appears most vulnerable.Research implications/limitations – The findings indicate that the main challenge in stunting prevention lies not in parental knowledge alone but in the consistent enactment of household feeding routines, positioning health literacy within everyday caregiving practices and constraints. The study is limited by self-reported data and a cross-sectional design, which preclude causal inference and longitudinal verification of child growth outcomes.Practical implications – The results suggest that interventions should move beyond general nutrition awareness toward strengthening routine-based practices such as portion control, meal timing, and balanced diet planning. These insights inform policymakers, health educators, early childhood practitioners, and families in designing more actionable, context-sensitive prevention strategies at the household level.Originality/value – This study advances stunting research by analytically distinguishing parental health literacy from the practical regulation of children’s feeding routines. By applying Rasch analysis to map differential item difficulty, it reveals a critical gap between nutritional awareness and structured practice, offering a grounded perspective for family-based prevention in rural and Global South contexts.Paper type Research paper

Muslim Parental Involvement in Indonesian Islamic Primary Schools: Gendered Caregiving, Religious Responsibility, and Uneven School Participation Faoziah, Niswatin
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (2025): Issue in Progress
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2025.112-06

Purpose – Current parental involvement research remains largely shaped by school-centred frameworks that give greater visibility to institutionally recognised forms of participation than to home-based educational labour. This study examines how Muslim parents in Indonesian Islamic primary schools understand and enact parental involvement, with particular attention to religious responsibility, gendered caregiving, and participation in school-based structures. Design/methods/approach – The study uses an interpretive qualitative multiple-case design based on in-depth interviews with 10 Muslim parents, comprising 6 mothers and 4 fathers, whose children attend a public madrasah ibtidaiyah, a private madrasah ibtidaiyah, and an integrated Islamic primary school in Yogyakarta, Indonesia. Participants were selected purposively to capture varied parental experiences across different Islamic schooling contexts. Data were analysed thematically to identify recurring patterns in how parental roles, caregiving practices, and relations with school authority were understood and negotiated.Findings – The findings indicate that parental involvement was understood primarily as a religious and moral responsibility enacted through home-based educational labour, including academic support, character formation, and religious guidance. These responsibilities were strongly gendered, with mothers assuming the main role in children’s everyday educational care. Parents’ participation in formal school decision-making remained limited and largely consultative, but this did not necessarily indicate disengagement. Rather, much of their educational involvement took place outside school-recognised forms of participation. Research implications/limitations – Based on a small qualitative sample, the study offers a contextualised rather than generalisable account of Muslim parental involvement. Its findings suggest that parental involvement frameworks need more critical examination in global educational research, especially in Muslim societies and other culturally grounded, underrepresented settings where educational responsibility extends beyond school-recognised participation.Practical implications – The findings suggest that school leaders and teachers need more inclusive ways of recognising home-based caregiving as part of parental involvement, while also creating clearer and more meaningful avenues for parental participation in school life.Originality/value – This study provides contextual evidence from Indonesian Islamic primary schools, highlighting the limits of school-centred models in capturing religious, gendered, and home-based parental involvement. It contributes to global educational theory by supporting the pluralisation of parental involvement research, particularly by foregrounding Muslim societies, the Global South, and other underrepresented contexts.Paper type Research paper

Governing the Commodification of Abuse: Platform Liability and Double-Sanction Reform for CSAM in Indonesia Jamaludin, Ahmad; Sari, Ratu Arti Wulan; Saputra, Dandi Ditia
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (2025): Issue in Progress
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2025.112-08

Purpose – This article examines how Indonesian digital law addresses Child Sexual Abuse Material (CSAM) when abuse is circulated and monetized through platform-based infrastructures. It argues that the present regime addresses end users more directly than platform-enabled circulation and therefore misaligns liability with the digital organization of harm.Design/methods/approach – This article uses normative legal research with statute, case, conceptual, and comparative approaches. It analyzes Indonesian legislation, selected court decisions, enforcement records, and publicly available platform-policy materials, with functional comparison to the European Union’s Digital Services Act and the United Kingdom’s Online Safety Act. Mosco’s political economy of communication guides the conceptual analysis.Findings – The analysis identifies a bifurcated liability structure: individual offenders are addressed primarily through criminal sanctions, while platform accountability remains concentrated in administrative compliance and nominal fines. The DY case documents a direct linkage between paid access, platform infrastructure, and payment mechanisms in CSAM circulation. The analysis further finds that nominal sanctions are poorly aligned with platform scale and that digital access revocation remains legally unstable without explicit statutory grounding and proportionality safeguards.Research implications/limitations – This article is confined to publicly accessible legal and regulatory materials and adopts a doctrinal approach without empirical validation. Consequently, it does not interrogate how enforcement capacity, platform governance mechanisms, or digital access restrictions operate in practice or shape behavioural outcomes.Practical implications – The findings underscore the need to recalibrate child-protection regulation in digital environments through more differentiated sanctioning logics, enhanced audit and oversight capacity, and clearer doctrinal thresholds for platform liability. They further call for narrowly tailored, legally reviewable digital access restrictions that balance effective harm prevention with proportionality and due process guarantees.Originality/value – This article advances the legal scholarship on digital sexual exploitation by embedding a political economy perspective that foregrounds the structural role of platform infrastructures in organising harm. It introduces a theoretically grounded double-sanction framework that aligns turnover-based corporate liability with reviewable digital access revocation for repeat offenders, thereby reconfiguring the nexus between economic accountability and behavioural deterrence.Paper type Research paper

Unveiling Religious Moderation in Early Childhood Education in Indonesia: The Interplay of Agency and Hidden Curriculum in Kindergarten Q. Abellana, El Chamberlain; Angga Pratama, Ryan; Zineb, El Atmani; Fitri Nugraheni, An Nisaa
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (2025): Issue in Progress
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2025.112-07

Purpose – This study investigates how religious moderation is cultivated in inclusive early childhood education through the interaction between agency and hidden curriculum, with particular attention to the roles of teachers, school leaders, parents, and children.Design/methods/approach – This study employed a qualitative case study design at TK Pedagogia Yogyakarta, an inclusive early childhood education institution in Yogyakarta, Indonesia, involving seven informants: one principal, four teachers, one parent, and one student. Data were collected through classroom and school observations, semi-structured interviews, and document analysis, and were analyzed using thematic analysis to examine how religious moderation was produced through everyday routines, interactions, and symbolic practices.Findings – The findings show that religious moderation was not formed primarily through formal instruction, but through the practical organization of school life. Teachers, school leaders, parents, and children collectively shaped inclusive dispositions through routines, relational practices, interfaith activities, and symbolic forms of participation embedded in the school culture. Values such as tolerance, balance, justice, cooperation, and respect for difference were internalized through repeated interaction, emotional safety, and dialogical learning. The hidden curriculum was central in mediating the institutional reproduction of moderation, enabling it to become socially embodied rather than merely declared as a normative ideal.Research implications/limitations – Based on a single inclusive institution under supportive conditions, the findings have limited transferability and do not fully capture power asymmetries, subtle exclusions, or children’s longer-term meaning-making. Future studies across diverse, culturally grounded contexts—particularly in Muslim societies—are needed to assess the stability, adaptability, and contestation of the identified mechanisms.Practical implications – Religious moderation in early childhood education cannot rely on curriculum alone; it depends on how pluralism is enacted through everyday pedagogy and institutional culture. Advancing this agenda requires integrated support in teacher preparation, relational climate, pedagogical resources, and family engagement to embed moderation as lived practice.Originality/value – This study shows that religious moderation is institutionally produced through the interaction of agency and the hidden curriculum, extending beyond formal curriculum discourse and foregrounding culturally grounded dynamics in Muslim and other underrepresented early childhood contexts.Paper type Research paper

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