Garuda - Garba Rujukan Digital

Reframing Eco-Literacy in Early Childhood Education: Policy–Practice Tensions and Pedagogical Recontextualization in Indonesia and Malaysia Dewi, Anastasia Fransiska; Mustaji, Mustaji; Ningrum, Mallevi Agustin
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (2025)
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.2025.112-13

Purpose – This study examines how eco-literacy is conceptualised, institutionalised, and enacted in Early Childhood Education (ECE) in Indonesia and Malaysia, with particular attention to tensions between sustainability policy and classroom pedagogy.Design/methods/approach – A qualitative comparative design combined constructivist grounded theory with critical policy document analysis. data were generated through semi-structured interviews, classroom observations, and institutional document review in two purposively selected eco-oriented kindergartens: TK Agripina in Surabaya and Tadika EcoSmart in Johor Bahru. Analysis proceeded through iterative coding, constant comparison, and cross-case synthesis.Findings – Eco-literacy was enacted through three interrelated processes. First, routine environmental activities became pedagogically consequential only when teachers mediated them through dialogue, inquiry, and emotionally grounded reflection. Second, policy commitments to sustainability were only partially realised in practice because teacher capacity, pedagogical guidance, and curriculum integration remained uneven. Third, children’s ecological awareness developed through culturally mediated participation in which collective values, community engagement, and selective digital mediation shaped how environmental responsibility was understood.Research implications/limitations – This study theorises eco-literacy in ECE as a socio-reflective, culturally mediated, and policy-contingent process in Global South contexts. It proposes an interpretive Eco-Pedagogical Framework linking policy, teacher enactment, and socio-cultural mediation. However, its two-case qualitative design limits transferability; future research should adopt multi-site and longitudinal approaches.Practical implications – Effective eco-literacy implementation requires systemic alignment through strengthened teacher ecological competence, explicit pedagogical scaffolding, and institutional support for reflective practice, alongside culturally grounded and community-based learning integration.Originality/value – The study reconceptualises eco-literacy as a culturally situated process of pedagogical recontextualisation in Muslim-majority Southeast Asian ECE, offering a nuanced Global South perspective beyond technocratic models of sustainability education.Paper type Research paper

Internalization of Islamic Values in the Toilet Training Learning Process at RA SBB Cahaya Ilahi, Serang City: A Case Study Safitri, Fifit; Effendi, Moh Mahfud; Ekowati, Dyah Worowirastri
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (2025)
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.2025.112-12

Purpose – Toilet training in early childhood education is commonly treated as a matter of independence, bodily control, and hygiene. In Islamic early childhood settings, however, it may also function as a routine through which aqidah, sharia, akhlaq, and thaharah are introduced and practiced. What remains less clear is how this ordinary bodily routine becomes a medium of value internalization in everyday school life. This article examines how Islamic values were internalized through toilet training activities at RA SBB Cahaya Ilahi, Serang City, and how that process became visible in children’s behavior.Design/methods/approach – A qualitative descriptive case study was conducted with Group B students, the principal, classroom teachers, and assistant teachers. Data were collected through participatory observation, semi-structured interviews, and documentation, then analyzed through data reduction, data display, and conclusion drawing. Credibility was strengthened through source and technique triangulation.Findings – Islamic values were internalized through a four-stage process of introduction, habituation, reinforcement, and evaluation embedded in the school’s daily toileting routine. Toilet training therefore operated not only as a hygiene practice but also as an embodied pedagogical routine in which prayer, etiquette, modesty, responsibility, and cleanliness were repeatedly taught and monitored. The outcomes of this process were visible in children’s behavior across aqidah, sharia, akhlaq, and thaharah domains. At the same time, internalization was uneven. Brief and highly repeated actions such as prayer recitation and entry and exit etiquette appeared more stable than actions requiring fuller bodily coordination and more complete procedural follow-through.Research implications/limitations – The findings suggest that value internalization in early childhood is structured, mediated, and uneven rather than automatic. At the same time, the study is limited to one Islamic early childhood institution and does not fully capture the continuity between school-based habituation and family practice.Practical implications – Islamic early childhood institutions can use daily care routines such as toilet training as structured sites of character education by linking bodily procedures with value language, consistent teacher guidance, reinforcement, and family continuity.Originality/value – The article brings toilet training research into conversation with Islamic value education and shows that toilet training can be understood not merely as a developmental routine, but as an embodied pedagogical mechanism through which religious values are translated into children’s daily conduct.Paper type Case study

Parental Empathy as a Dual-Process Regulatory Mechanism in Early Caregiving: A Systematic Review Srikandi, Putri Gevi; Kurniawati, Farida; Suharso, Puji Lestari
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (2025)
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.2025.112-14

Purpose – Parental empathy is widely treated as a protective resource in early caregiving, yet the literature remains theoretically fragmented and methodologically heterogeneous, limiting a clear explanation of how empathy shapes caregiving quality and child development. This review addresses that gap by examining parental empathy as a dual-process regulatory mechanism rather than a uniformly beneficial parental trait.Design/methods/approach – A systematic literature review following PRISMA 2020 was conducted across ProQuest, Taylor & Francis Online, ScienceDirect, and APA PsycNet. Twenty-six peer-reviewed empirical studies published between 2015 and 2025 were synthesized thematically to identify recurrent patterns in how parental empathy operates across caregiving contexts.Findings – The review indicates that parental empathy operates through two distinct pathways. other-oriented empathic concern supports attuned, responsive, and developmentally supportive caregiving, whereas empathic distress weakens parental regulatory capacity and is associated with reactive parenting, heightened stress, and less adaptive child outcomes. Across the evidence base, the developmental significance of empathy depended less on empathic feeling alone than on parents’ ability to remain emotionally engaged without becoming dysregulated.Research implications/limitations – The review integrates psychological, developmental, intervention, and neurobiological evidence, but most included studies were conducted in Western contexts and relied heavily on self-report measures. The synthesis was also conducted by a single reviewer, which may limit interpretive breadth.Practical implications – Parenting interventions should move beyond promoting empathy in general and instead strengthen emotional regulation under caregiving stress. Programs are likely to be more effective when they explicitly distinguish empathic concern from empathic distress and treat that distinction as a practical target of intervention design.Originality/value – This review reconceptualizes parental empathy as a dual-process regulatory mechanism in early caregiving. By distinguishing regulated concern from dysregulated distress, it extends existing empathy theory into the parenting domain and provides a more precise conceptual basis for research and intervention, particularly in underexamined non-Western and developing -country contexts where caregiving strain may intensify empathic distress.Paper type Systematic literature review

An Outcome-Based Digital Learning Module for Early Childhood Teacher Education: Development and Validation Using the 4D Model Ashari, Novita; Natsir, Tri Ayu Lestari; AT, St. Hajar Dilla; Nurzhafirah, Nurzhafirah
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (2025)
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.2025.112-11

Purpose – This study develops and validates an Outcome-Based Education (OBE)-aligned digital learning module to enhance flexibility, interactivity, and curricular relevance in early childhood teacher education, addressing gaps in existing modules related to incomplete instructional design, weak outcome alignment, and limited responsiveness to digital learning demands.Design/methods/approach – The study employed a Research and Development (R&D) design using the 4D model: Define, Design, Develop, and Disseminate. Data were collected through expert validation sheets, questionnaires, and documentation. The module was reviewed by experts in education and educational technology and piloted with 41 students and two lecturers to assess validity, usability, and instructional feasibility. Quantitative data were analyzed using descriptive statistics and paired-sample t-tests.Findings – The findings provide context-sensitive evidence that the developed module functions as a valid, practical, and pedagogically coherent instructional resource in early childhood teacher education. Rather than suggesting that digitalization alone explains the observed gains, the results indicate that the module’s value lies in the integration of clearly specified learning outcomes, multimedia-supported delivery, and more structured student access to learning materials. The module was associated with meaningful short-term improvement in students’ cognitive performance and positive engagement during implementation, while expert review confirmed its alignment with curriculum outcomes and its suitability for the instructional context. At the same time, these findings should be interpreted with caution, as the study design does not permit strong causal claims or long-term conclusions about sustained learning impact.Research implications/limitations – This study was conducted within a single early childhood teacher education program and focused on short-term instructional outcomes; thus, findings indicate contextual promise rather than broad generalizability. Future research should examine diverse institutional and cultural settings and explore long-term impacts on pedagogical competence, learner autonomy, and teaching practice.Practical implications – The module provides a practical reference for aligning outcome-based education (OBE) with digital pedagogy in early childhood teacher education. It can support lecturers and institutions in redesigning learning materials to be more outcome-oriented, student-centered, and accessible amid curriculum reform.Originality/value – This study offers a contextually grounded framework integrating OBE, multimedia pedagogy, and student access in digital learning design. Its contribution lies in operationalizing constructive alignment in a meaningful way, providing a replicable model for reform-oriented and Global South contexts.Paper type Research paper

Female Rangers as Informal Community Educators: Khalifah Fil Ardh and Early Childhood Environmental Learning in Aceh Samad, Munawwarah; Sri Astuti; Futhira, Nadia; Amelia, Lina; Abdurrahman Qahar, Jabbar; Maramina, Aula
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 1 (2026): Issue in Press
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.2026.121-03

Purpose – This study investigates how Female Rangers in Bener Meriah Regency operationalize the Islamic concept of khalifah fil ardh (human stewardship of the Earth) as a lived pedagogical practice within early childhood environmental education. It seeks to bridge the gap between eco-theological discourse and community-based educational praxis.Design/methods/approach – Employing a qualitative single-case study design, this research was conducted in Damaran Baru Village, Aceh. Data were generated through in-depth semi-structured interviews, participant observation, and document analysis. The analytical process followed an iterative model involving data condensation, data display, and conclusion drawing, complemented by inductive thematic coding to identify recurring patterns of practice and meaning.Findings – The findings reveal that Female Rangers enact dual and intersecting roles as grassroots conservation agents and informal educators. Their environmental engagement is not merely technical but deeply rooted in moral-religious consciousness, positioning ecological care as an ethical obligation. Pedagogically, their influence emerges through children’s situated participation in everyday ecological practices. Four core strategies underpin this process: (1) embodied modelling of pro-environmental behavior, (2) experiential learning through direct participation, (3) integration of spiritual reflection linking nature to divine responsibility, and (4) contextual embedding of environmental values within communal and cultural routines. These strategies collectively construct an implicit curriculum that integrates ecological awareness with moral and spiritual development in early childhood.Research implications/limitations – This study contributes to Islamic eco-theology by demonstrating how the notion of stewardship is translated into concrete pedagogical action within community contexts. It advances the conceptualization of informal environmental education as a relational and value-driven process. However, as a single-site qualitative inquiry, the findings are context-specific and not intended for statistical generalization, though they offer analytical transferability to similar socio-cultural settings.Practical implications – The study highlights the importance of synergizing formal education, community initiatives, and faith-based ecological values in designing early childhood environmental education. It suggests that integrating local actors such as Female Rangers into educational ecosystems can enrich children’s holistic development, particularly in fostering environmental ethics from an early age.Originality/value – The article offers a grounded account of how women-led conservation can operate as an informal pedagogical infrastructure through which young children encounter environmental care as part of moral, spiritual, and communal life.Paper type Research paper

Beyond School Contact: Two-Way Teacher–Parent Communication and Parental Involvement in Islamic Early Childhood Education Nuraini, Febritesna; Saryono, Djoko; Latif, Abdul; Zain, Azizah Binti; Ishaq, M.; Sudarsono, Bambang; Supriyanto, Agus
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (2025)
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.2025.112-15

Purpose – This study examines whether two-way teacher–parent communication is associated with parental involvement in Islamic early childhood education institutions. It addresses the limited empirical attention given to two-way communication as a distinct relational construct within faith-based early childhood education.Design/methods/approach – The study employed a quantitative correlational design. Data were collected from 175 valid parent responses drawn from Islamic early childhood education institutions in Yogyakarta City, most of which were part of the ’Aisyiyah Bustanul Athfal kindergarten network. The data were analyzed using descriptive statistics and simple linear regression.Findings – The results show a statistically significant positive association between two-way teacher–parent communication and parental involvement. higher levels of reciprocal and responsive communication were associated with higher reported parental involvement. The coefficient of determination (R² = 0.294) indicates that two-way teacher–parent communication explained a moderate proportion of the variance in parental involvement, while a substantial proportion remained attributable to factors outside the model.Research implications/limitations – The study contributes to the literature by treating two-way communication as a specific interactional construct rather than a general background dimension of school–family relations. However, the cross -sectional correlational design, reliance on self-reported data, and focus on a single urban context limit causal inference and broader generalizability.Practical implications – The findings highlight the need for early childhood institutions, particularly in culturally embedded and resource-constrained contexts, to shift from one-way information delivery to dialogic, responsive communication. In Islamic early childhood settings, culturally aligned and relational communication practices can strengthen sustained parental engagement through interactive and trust-based partnerships.Originality/value – This study contributes to Global South scholarship by providing empirical evidence from Islamic early childhood education in Indonesia, a context underrepresented in the literature. It advances the field by conceptualizing two-way communication as a distinct dialogic and relational construct, offering a context-sensitive perspective that challenges dominant Western-centric models of family–school partnerships.Paper type Research paper

Constructing a Religious Psychosocial Model for Social-Emotional Resilience among Girls Affected by Violence in Madura Reswari, Ardhana; Aziz, Thorik; Masuwd, Mowafg; Magfiroh, Amirin Nisa'uh
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 1 (2026): Issue in Press
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.2026.121-04

Purpose – Psychosocial intervention models for girls affected by violence in Indonesia remain predominantly secular, overlooking the central role of religious frameworks in trauma recovery within Muslim-majority communities. This study addresses that gap by constructing an empirically grounded, religiously-informed conceptual model to strengthen the social-emotional resilience of girls affected by violence in Madura, where Islamic values, kyai, and pesantren constitute the core of community life.Design/methods/approach – A qualitative study employing Constructivist Grounded Theory (Charmaz, 2014) was conducted over four months (August–November 2025). Data were generated through in-depth interviews, participatory observation, and focus group discussions with twelve participants comprising girls affected by violence, psychologists, victim advocates, and a religious leader in Pamekasan Regency. Constructivist coding procedures were applied iteratively until theoretical saturation was achieved.Findings – Analysis yielded a core theoretical category, Spiritually-Anchored Resilience as an Integrated Recovery Process, supported by three resilience resource mechanisms corresponding to Grotberg's framework: external resources (I Have), internal strengths (I Am), and interpersonal skills (I Can), each integrated with Islamic values. These mechanisms informed a four-phase empirically constructed conceptual model stabilization, trauma processing, meaning reconstruction, and social reintegration synthesizing trauma-informed care with Islamic healing concepts of syifa' and tazkiyatun nafs. Religious leaders and pesantren were identified as significant contextual actors within the recovery ecosystem, whose roles in supporting intervention warrant further empirical investigation.Research implications/limitations – The model is bounded by its focus on Pamekasan Regency and a purposive sample of twelve participants, limiting transferability. Future research involving larger, multi-site samples is encouraged to validate and extend the model.Practical implications – Psychosocial programs in religious communities should integrate local Islamic frameworks and foster structured collaboration between mental health professionals and religious leaders, with pesantren serving as culturally trusted recovery settings.Originality/value – This study contributes an empirically derived, context-sensitive conceptual model that integrates Islamic religious values into contemporary resilience frameworks, offering a culturally responsive alternative to universalist psychosocial intervention approaches for girls affected by violence in Muslim-majority societies.Paper type Research paper

An Integrated Brain–Hand Worksheet Design to Foster Cognitive and Fine Motor Development in Early Childhood Ramli, Syamsul Alam; Eka Poppi Hutami; Jacinto de Oliveira Junior; Lisda
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 1 (2026): Issue in Press
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.2026.121-05

Purpose – This study addresses the limitations of conventional early childhood worksheets, which often separate cognitive and fine motor activities into isolated tasks. The study aims to develop and evaluate a Brain–Hand integrated worksheet design that combines cognitive processing and fine motor engagement within a single learning activity.Design/methods/approach – An explanatory sequential mixed-methods design with a one-group pretest–posttest approach was employed. Quantitative data were collected through structured observations and teacher questionnaires, while qualitative data were obtained through semi-structured interviews with selected teachers. Sixty early childhood educators participated as implementers and evaluators, with developmental observations conducted among 312 children aged 3–6 years. Quantitative data were analyzed using descriptive statistics and paired-sample t-tests, whereas qualitative data were analyzed thematically.Findings – The results showed significant improvements in children’s motor and cognitive development following the implementation of Brain–Hand worksheets. Paired-sample t-test results indicated a significant increase in motor skill scores (t(311) = 4.56, p < .001, Cohen’s d = 0.80) and cognitive skill scores (t(311) = 4.12, p < .001, Cohen’s d = 0.75). Teachers also reported high levels of student engagement and positive perceptions regarding the integration of cognitive and fine motor activities. These findings indicate that a structured worksheet design integrating cognitive and fine motor tasks is associated with improvements across both developmental domains.Research implications/limitations – The findings should be interpreted considering several limitations, including purposive sampling, the absence of a control group, and the relatively short intervention period. These factors limit the generalizability of the findings and highlight the need for future longitudinal studies using more objective developmental assessment approaches.Practical implications – The Brain–Hand worksheet model provides educators with a structured approach for designing multisensory learning activities that simultaneously engage children’s thinking processes and fine motor coordination in early childhood classrooms.Originality/value – Unlike conventional worksheets that emphasize cognitive or motor activities separately, the Brain–Hand design systematically integrates both domains within a single instructional framework. This study contributes an applied model for implementing embodied cognition principles in early childhood classroom practices and provides empirical evidence regarding cognitive–motor integration through structured worksheet design.Paper type Research paper

Pedagogical and Curricular Needs for ISTEAM Learning in Islamic Early Childhood Education at PAUD Kiddos English School Banda Aceh Nuraida, Nuraida; Amelia, Lina; Miharti, Ridha; Andriansyah, Andriansyah; Kamaliah, Nurul
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 1 (2026): Issue in Press
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.2026.121-07

Purpose – This study examines the pedagogical and curricular needs for ISTEAM (Islamic Science, Technology, Engineering, Arts, and Mathematics) learning in Islamic early childhood education at PAUD Kiddos English School Banda Aceh. Rather than claiming to develop or validate a full ISTEAM model, the study positions ISTEAM as a sensitizing framework for understanding how Islamic values, STEAM activities, lesson planning, and assessment are currently connected in one institutional context.Design/methods/approach – A qualitative case study design was employed. Data were collected through semi-structured interviews with the principal and five classroom teachers, six non-participant classroom observations, and a structured needs questionnaire used as descriptive triangulation. Interview and observation data were analyzed using six-phase thematic analysis (Braun & Clarke, 2006), while questionnaire responses were used to support the interpretation of recurring needs without statistical generalization.Findings – Three themes emerged. First, PAUD Kiddos has an institutional culture supportive of ISTEAM, with Islamic routines and STEAM-related activities already present in daily practice. Second, there is a gap between verbal or intuitive integration and formal curricular documentation: two of six teachers had documented Islamic value integration in lesson plans, and none had written explicit Qur'anic or hadith connections into learning objectives. Third, the most visible needs were an ISTEAM lesson-plan template, a contextual Qur'an/hadith reference bank, hands-on teacher workshops, integrated assessment rubrics, and formal school-level policy support.Research implications/limitations – The findings should be interpreted as context-bound evidence from one Islamic early childhood institution with six adult participants and six observed classroom sessions. Future research should develop, pilot, and validate ISTEAM learning tools across more diverse Islamic PAUD settings.Practical implications – The findings provide actionable guidance for Islamic early childhood education providers, teacher educators, and curriculum developers in designing contextually appropriate ISTEAM implementation. The identified needs can inform the development of lesson-plan templates, teacher professional development programs, curriculum guidelines, and assessment instruments that systematically integrate Islamic values with STEAM learning in early childhood classrooms.Originality/value – The article contributes a local, practice-oriented needs map for ISTEAM learning in Islamic early childhood education. Its contribution is not a finalized model, but an empirically grounded preliminary basis for subsequent design-based development of ISTEAM lesson planning, classroom activities, and assessment tools.Paper type Research paper

Exploring Tolerance-Related Socio-Emotional Practices through BCCT and DAP in Early Childhood Education: An Exploratory Qualitative Case Study Mursid, Mursid; Muna Fatmawati, Nilal
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 1 (2026): Issue in Press
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.2026.121-08

Purpose – This study aims to explore how the Beyond Centers and Circle Time (BCCT) approach and Developmentally Appropriate Practice (DAP) principles are integrated in classroom practices to support tolerance as a socio-emotional competence in early childhood education.Design/methods/approach – This study employed an exploratory qualitative case study design at RA Hj. Sri Musiyarti Semarang. Data were collected through non-participant classroom observations, structured and semi-structured interviews with the principal and teachers, and documentation of learning activities involving 15 children aged 5-6 years. Data were analyzed using the Miles, Huberman, and Saldana interactive model through data condensation, data display, and conclusion drawing. Credibility was strengthened through methodological and source triangulation, member checking, and systematic field notes.Findings – The findings suggest that BCCT and DAP interacted as complementary classroom conditions rather than as a measurable intervention effect. BCCT provided structured opportunities for social encounters through learning centers, circle time, teacher scaffolding during play, and recalling after play. DAP shaped how teachers adjusted activities, language, expectations, and mediation to children's developmental characteristics. Within this classroom context, tolerance-related behaviors were observed in sharing, cooperation, empathy, appreciation of different ideas or products, and simple conflict negotiation. However, these behaviors remained situated and teacher-mediated, indicating that tolerance in early childhood should be interpreted as an emerging socio-emotional practice rather than a stable competence already internalized by children.Research implications/limitations – The study offers contextual insight into how center-based and developmentally responsive practices may create opportunities for children to practice tolerance-related behaviors. Its findings are limited to a single institutional case, a short period of fieldwork, and school-based observations; therefore, they are not intended for broad generalization or claims of effectiveness.Practical implications – The findings provide practical guidance for early childhood educators in designing inclusive learning environments that promote tolerance through meaningful social interactions.Originality/value – This study offers a contextual pedagogical interpretation of the relationship between BCCT, DAP, and tolerance-related socio-emotional practices in early childhood education. It shifts the discussion from abstract tolerance education toward the situated classroom processes through which children encounter, negotiate, and practice respect for others during play-based learning.Paper type Research paper

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kab. sleman,

Daerah istimewa yogyakarta

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name -

Contact Email -

Phone -

Journal Mail Official -

Editorial Address -

Location Kab. sleman, Daerah istimewa yogyakarta INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kab. sleman,

Daerah istimewa yogyakarta

INDONESIA