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Locally Anchored Disaster Mitigation Curriculum for Early Childhood Social Studies Learning: A Conceptual-Design Synthesis Mulianingsih, Ferani; Purnomo, Arif; Riyani, Mufti; Astuti, Andarweni; Edi Siswanto, M. Bambang; Fajar, Fajar; Mapa, Mohammad Tahir; Aizawa, Yosio
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 1 (2026)
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.2026.121-06

Purpose – Disaster mitigation education for young children is often reduced to drills, hazard information, and safety procedures. This conceptual article formulates LADMiC-ECE as a local wisdom-based disaster mitigation curriculum framework for Early Childhood Social Studies, positioning mitigation as social learning that develops place awareness, care, environmental responsibility, shared rules, and safe participation.Design/methods/approach – The article uses conceptual-design synthesis across five source clusters: Early Childhood Social Studies, disaster risk reduction education, local and Indigenous knowledge, play-based developmental learning, and authentic assessment with sustainability education. The sources were analysed to clarify theoretical hierarchy, identify novelty and resistance, and construct a developmental pathway.Findings – LADMiC-ECE is organised through five principles: place before hazard, culture before procedure, play before instruction, values before compliance, and observation before testing. Local wisdom is treated as cultural mediation of risk, not decoration or a substitute for scientific safety standards. The developmental pathway is recursive and context-sensitive, moderated by age, disability, trauma exposure, teacher capacity, family support, school resources, and hazard type.Research implications/limitations – The framework offers a conceptual basis for curriculum development, expert validation, teacher-community co-design, and child-centred assessment research. Its limitation is that it remains untested; it does not report classroom implementation, expert review, child observation, assessment reliability, or evidence of effectiveness across different hazards and communities.Practical implications – Teachers can adapt local stories, songs, maps, role play, guided walks, environmental routines, and observation records to connect safety with children’s familiar places and community life. Implementation must avoid frightening simulations, cultural romanticism, exclusionary practices, and transferring adult disaster responsibility to children.Originality/value – This article positions disaster mitigation within Early Childhood Social Studies rather than adult-oriented preparedness. Its novelty lies in integrating place, culture, play, and values into a developmentally appropriate curriculum that promotes socio-ecological awareness and mitigation behaviour.Paper type Conceptual paper

Lived Faith and Moral-Spiritual Development in Muslim Early Childhood: A PRISMA-Based Systematic Review and a Proposed Multi-Level Assessment Framework Fauziah, Yanuar Rizki; Murfi, Ali; Syafii, Ahmad; Prasetyo, Gatot
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 1 (2026)
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.2026.121-12

Purpose – This review maps evidence for assessing lived faith and moral-spiritual development among children aged 0-8 years, particularly in culturally grounded Muslim settings, and proposes a multi-level framework for future instrument development.Design/methods/approach – A systematic review was reported using PRISMA 2020 and followed by integrative conceptual synthesis. Scopus, Web of Science, PsycINFO, and ERIC were searched, supplemented by backward reference searching. Of 680 records, 51 studies published in 2020-2025 were included and classified by their primary evidential role; supplementary theoretical and methodological sources were excluded from the review denominator.Findings – Two studies provided direct instrument-development evidence: a parent-rated faith scale for preschool children and a spiritual-values scale for primary-school children. Other studies addressed indicator conceptualization and cultural transfer (n = 10), lived faith ecology and religious socialization (n = 11), moral-prosocial development and self-regulation (n = 8), and pedagogy, programs, and policy (n = 20). The evidence is stronger for defining construct boundaries, candidate domains, and adaptation procedures than for recommending a ready-to-use instrument. Prosociality and self-regulation are proximal outcomes, not direct evidence of lived faith unless linked to faith-related meaning and socialization.Research implications/limitations – The framework is a conceptual and methodological agenda, not a validated instrument. Generalization is limited by scarce direct measurement evidence, few explicitly Muslim early-childhood studies, heterogeneous constructs and populations, incomplete retained search records, and the absence of cross-group invariance and reportable inter-rater agreement.Practical implications – The framework supports construct co-design, cognitive interviewing, age-sensitive reports, structured observation, simple vignettes, and staged psychometric validation while separating child behavior, faith-related meaning, and religious socialization ecology.Originality/value – The article links Islamic and local construct grounding with developmental operationalization and iterative cultural-psychometric validation, providing a transparent design logic for culturally responsive assessment rather than a universal scale.Paper type Literature review

Toward Digital Pedagogical Buffering: Grade 1 Teachers’ Perceptions of Language-Learning Applications in South Africa Manditereza, Blandina
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 1 (2026)
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.2026.121-11

Purpose – This study describes Grade 1 teachers’ self-reported perceptions of digital applications in early language learning and examines whether the descriptive response pattern can inform Digital Pedagogical Buffering as a provisional interpretive concept.Design/methods/approach – A quantitative cross-sectional survey was completed by 43 Grade 1 language teachers from participating English-medium Quintile 4 and 5 public schools in the Free State, South Africa. The 12-item, five-point Likert questionnaire was reviewed by two specialists, piloted for clarity, and produced an overall Cronbach’s alpha of 0.82. This article reports means and standard deviations for six items directly aligned with its focus.Findings – Participants generally reported using digital applications in Grade 1 language instruction (M = 3.93, SD = 0.90). They also expressed positive perceptions of the contribution of digital applications to vocabulary development (M = 4.02, SD = 0.90), general language learning (M = 3.91, SD = 0.95), pronunciation (M = 3.89, SD = 0.89), and comprehension (M = 3.79, SD = 0.86). However, responses to the statement that digital tools may disturb natural language learning produced a lower mean and the greatest variability (M = 3.39, SD = 1.04), indicating less uniformity in teachers’ views of the pedagogical boundaries of digital technology. These differences are descriptive and were not tested inferentially.Research implications/limitations – The purposive and geographically bounded sample, reliance on self-reported perceptions, reporting of six selected questionnaire items, absence of response-distribution analysis, and lack of direct measures of technology acceptance, technological pedagogical content knowledge, classroom practices, or learner outcomes constrain the conclusions. The findings therefore illuminate perceived pedagogical value and tension rather than actual technology use, deliberate restriction, buffering behaviour, or instructional effectiveness.Practical implications – Teacher education and professional development should move beyond promoting increased technology use and instead strengthen teachers’ capacity to evaluate when, why, and how digital applications support language objectives, classroom interaction, oral communication, and multilingual meaning-making. This principle is relevant to education systems in the Global South and worldwide where digital expansion must be balanced with context-sensitive, relational, and language-responsive pedagogy.Originality/value – Digital Pedagogical Buffering is retained as a provisional interpretive lens, not a validated behavioural construct. It directs attention to the possibility that favourable technology perceptions may coexist with caution about the pedagogical reach of digital applications in socially mediated language learning.Paper type Research paper

Negotiating Child-Friendly Education in Islamic Early Childhood Settings: A Moral-Relational Pedagogy Abdulhamid Al-Khateeb, Mohammed; 'Aziz, Hafidh
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 1 (2026)
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.2026.121-10

Purpose – This study examines how teachers in Islamic early childhood education settings understand child-friendly education, how they translate it into everyday classroom practice, and how its enactment is negotiated under social and institutional constraints. It addresses a gap in existing scholarship, which has tended to privilege policy frameworks, institutional indicators, and moral discourse over the pedagogical work through which child-friendly education is interpreted and sustained in daily educational relations.Design/methods/approach – The study employed a descriptive exploratory qualitative design. Data were generated through semi-structured interviews and non-participant observations involving eight teachers across eight anonymised Islamic early childhood education settings in the Special Region of Yogyakarta, Indonesia. The data were analysed using qualitative content analysis, guided by an interpretive framework that brought into dialogue Islamic pedagogy, a rights-based perspective on child-friendly education, and an ecological understanding of contextual constraint.Findings – The findings show that child-friendly education in Islamic early childhood education settings is not best understood as a technical framework, a completed institutional condition, or a self-evident extension of religious morality. Rather, it takes shape as a negotiated moral-relational pedagogy in which protection, participation, emotional safety, dignity, and moral-religious habituation are continuously mediated through teacher judgment and everyday classroom interaction. These commitments become visible in value-based practices, including respectful communication, non-dominating guidance, participation, inclusion, and safe routines. However, their enactment remains uneven because it is shaped by parental expectations, uneven pedagogical understanding among educators, children’s differing characteristics, and institutional limitations.Research implications/limitations – The study reframes child-friendly Islamic early childhood education as a negotiated moral-relational pedagogy rather than formal compliance, while its small, teacher-centred, region-specific sample limits the findings to interpretive depth rather than statistical generalisation.Practical implications – Strengthening child-friendly Islamic early childhood education requires teacher professional development, parent-school engagement, and institutional support to navigate tensions among care, authority, participation, discipline, and moral formation consistently.Originality/value – This article contributes to wider Muslim societies and global debates by showing that children’s rights and Islamic moral-religious education are neither inherently harmonious nor contradictory, but must be pedagogically integrated and continually negotiated through everyday practices of dignity, participation, protection, and moral formation in faith-based early childhood education.Paper type Research paper

Islamic Education Management for Strengthening Early Childhood Character: A Multi-Site Qualitative Case Study in Indonesian Islamic Preschools Munawaroh, Hidayatu; Wicaksono, A.Bagus; Hidayati, Salis Wahyu; Fatonah, Kuni; Sriyanto, Agus; Maulidia, Siti Nirmaya; Akmaliah, Untsa
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 1 (2026)
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.2026.121-13

Purpose – This study examines how Islamic educational management embeds religious values in everyday character-building practices in Islamic preschools and identifies the organizational mechanisms that support or constrain their continuity. Design/methods/approach – A multi-site qualitative case study was conducted in three Islamic early childhood institutions in Wonosobo, Central Java, Indonesia. Data were collected from January to April 2026 through non-participant observations, semi-structured interviews with 21 participants (three principals, ten teachers, two administrative staff members, and six parents), and institutional document analysis. Data were analyzed through thematic coding, within-case analysis, cross-site comparison, and source triangulation.Findings – Management functions were present but integrated at different levels of operational maturity. Religious and character-building practices were implemented consistently, while planning remained broadly normative, staff coordination relied substantially on informal communication, and evaluation did not yet generate systematic feedback for program improvement. Character-building practices were most coherent when habituation, teacher role modeling, school culture, and home-school-community reinforcement supported one another.Research implications/limitations – The study is limited to three institutions in one regency and does not directly measure internal psychological change or long-term developmental outcomes. The findings therefore support analytical transfer rather than statistical generalization.Practical implications – Islamic preschool leaders should translate broad character goals into observable developmental indicators, institutionalize collaborative reflection, strengthen authentic assessment, and establish reciprocal family communication.Originality/value – The study proposes managerial value internalization as a contextually grounded explanation of how Islamic values are translated into organizational priorities, recurring practices, adult examples, shared expectations, and feedback processes that support their possible internalization by children.Paper type Research paper

Lived Religion as a Pedagogical Ecology for Early Childhood Character Formation in Muslim Families Qusyairi, A. Imam; Aisah, Siti; Halid, Ahmad
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 1 (2026)
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.2026.121-09

Purpose – This manuscript conceptualizes lived religion in Muslim families as a pedagogical ecology for early childhood character formation. It explains how practices, relationships, routines, objects, narratives, and community participation shape children’s moral and social-emotional development and inform early childhood education.Design/methods/approach – A selective critical review examines literature on lived religion, ecological and sociocultural theories, religious socialization, children’s spirituality, character education, and Islamic early childhood education. Sources were purposively selected for relevance to family practices, learning mechanisms, and character education. Analysis involved close reading, comparison, and conceptual synthesis. Rather than systematically mapping evidence, the review develops an argumentative framework for empirical testing.Findings – This conceptual synthesis proposes that early childhood religiosity and character can be understood through the everyday rhythms of family life. Prayer, greetings, manners related to eating and sleeping, prophetic stories, emotional exemplarity, religious material space, and community participation emerge as the most salient forms of practice. These practices operate through situated modelling, rhythmic habituation, experience-bound moral narratives, meaning-based emotion regulation, and social recognition within communities of value. These five mechanisms are heuristic; therefore, they need to be read alongside relationship quality, emotional security, child agency, and the cultural variation of Muslim families.Research implications/limitations – The framework does not represent all Muslim families across Global South contexts. As a selective critical review, it supports conceptual synthesis but cannot replace ethnographic observation, family interviews, or fieldwork. Further research should examine variation by social class, culture, parental education, rural–urban setting, and educational resources.Practical implications – Teachers can use family religious practices as entry points for character education connected to children’s lives. Religious values may be explored through play, stories, dialogue, art, activities, and narrative observation. Educators should avoid imposing standards of piety or judging families against norms. Collaboration among teachers, parents, and communities is essential for inclusive, culturally responsive, and developmentally appropriate learning.Originality/value – The ecology of everyday piety framework positions Muslim family religious practices as pedagogical resources for character formation. It connects lived religion with moral, social-emotional, and character development through routines, relationships, stories, objects, and community practices. The framework extends character education beyond formal schooling and offers a context-sensitive approach for diverse Global South societies.Paper type Conceptual paper

Affirmative Financing and Preschool Access Equity in Indonesia: A Policy-Problem Fit Analysis of Program Indonesia Pintar D.H. Rahiem, Maila
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 1 (2026)
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.2026.121-14

Purpose – This article examines whether the extension of Program Indonesia Pintar (PIP), Indonesia's national student cash assistance program, to kindergarten is aligned with the structure of access inequality in early childhood education (ECE), locally known as Pendidikan Anak Usia Dini (PAUD). It analyses PIP for kindergarten through an equity-oriented policy design lens, focusing on targeting adequacy, institutional compatibility, implementation feasibility, and equity responsiveness within Indonesia's mixed preschool provider system.Design/methods/approach – The study uses descriptive-analytic policy analysis based on secondary statistics and policy documents. Data were drawn from Statistics Indonesia (BPS), the Ministry of Primary and Secondary Education of the Republic of Indonesia (Kemendikdasmen), the Ministry of Religious Affairs of the Republic of Indonesia (Kemenag), PIP information portals, and recent ECE scholarship. Policy-problem fit was assessed by comparing participation inequalities, provider governance, financing logic, and implementation risks across the four analytical dimensions.Findings – The analysis indicates design-level policy-problem alignment, while avoiding claims of policy effectiveness. PAUD participation remains uneven across provinces and household expenditure groups, whereas national gender differences are comparatively small. In 2024/2025, Kemendikdasmen recorded 198,482 PAUD units and 6,825,425 pupils; 96.45% of units and 94.85% of pupils were private. At kindergarten level, 93.05% of units and 90.92% of pupils were private, and BPS recorded 31,232 Raudhatul Athfal (RA) under Kemenag. These patterns matter analytically because child-based assistance can follow eligible children into the providers families actually use, but it also depends on cross-system data integration, accountability, and local administrative capacity.Research implications/limitations – The article assesses policy alignment, not causal impact, because PIP for kindergarten is new and complete post-implementation data are not yet available. Public statistics also do not fully disaggregate private providers by religious, organizational, or community affiliation, and Kemendikdasmen and Kemenag datasets are not always directly comparable.Practical implications – Child-based assistance is designed to reduce family-side cost barriers, but its contribution depends on accurate targeting, registration, NIK-NISN matching, provider data updating, and cross-institutional coordination across public, private, community-based, and faith-linked providers. The policy also requires safeguards against administrative exclusion and uneven local implementation capacity.Originality/value – The article offers a bounded contribution to ECE financing and governance scholarship by showing how a national affordability policy is designed to operate in a plural, largely non-state preschool ecology in a Muslim-majority setting. Rather than presenting PIP for kindergarten as a completed success, it frames the policy as an equity-oriented design response whose effects require careful empirical monitoring.Paper type Research paper

Development and Evaluation of a Bilingual Banyumas Folklore-Based Interactive Audiobook for Early Childhood Language Skills Ali, Musyafa; Prawening, Cesilia; Aji Jauhari Ma’mun, Ahmad; Aulia Nanda, Yuha; Wan Mokhtar, Wan Khairul Aiman
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 1 (2026)
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.2026.121-15

Purpose – Bilingual, folklore-based digital learning media for early childhood remain scarce, and no prior study has empirically tested a bilingual (Javanese-Indonesian) interactive audiobook grounded in local folklore for its effect on early childhood language skills. This study addresses that gap by developing a bilingual, Banyumas folklore-based interactive audiobook and evaluating its effect on children's vocabulary, listening, and speaking skills.Design/methods/approach – This study followed a Research and Development (R&D) design adapted from the Borg and Gall model (Borg & Gall, 1983) and modified by Sugiyono, comprising needs analysis, product design, expert validation, revision, and effectiveness testing. Participants were 58 kindergarten children (two classes of 29) at a state kindergarten in East Purwokerto, assigned to experimental and control groups. A pretest–posttest non-randomized control-group design was used, and product effectiveness was analyzed statistically (normality, homogeneity, independent t-test, and N-Gain).Findings – The independent-samples t-test confirmed the experimental and control groups were statistically equivalent at pretest (Sig. 2-tailed = 0.372 > 0.05), ruling out a pre-existing advantage. After treatment, the experimental group achieved a mean N-Gain of 67.57% (medium-high, "quite effective" category) versus 44.85% for the control group, a difference tested and found statistically significant (p < 0.05). Together, these results indicate that the improvement in language skills observed in the experimental group is attributable to the bilingual interactive audiobook intervention rather than to chance or baseline differences.Research implications/limitations – Limitations from this study in the number of samples, the scope of the development stage, and the relatively short duration of the effectiveness test.Practical implications – Teachers and parents can adopt the validated audiobook as a ready-to-use bilingual literacy tool that simultaneously builds language skills and introduces children to local (Banyumas) cultural heritage, offering an accessible alternative to conventional storytelling methods in kindergarten classrooms. Originality/value – Unlike prior audiobook studies that are either monolingual or not grounded in local folklore, this study is among the first to empirically test a bilingual (Javanese-Indonesian), Banyumas-folklore-based interactive audiobook on early childhood language outcomes, using a controlled experimental design with 58 kindergarten children (29 experimental, 29 control) and statistically validated instruments (Cronbach's alpha = 0.65; Pearson item-total correlations). The resulting conceptual model integrates digital technology, local cultural wisdom, and bilingual pedagogy in a way not previously combined in the early-childhood-language literature.Paper type Research paper

Adaptive-Dialogic Strategy in Early Childhood Religious Education among Muslim Minority Families in Karo Regency Habibu Rahman, Mhd.; Nurfaizah, Nurfaizah; Indah Arifa Lubis, Sofni; Nurzuliana Rashed, Zetty
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 2 (2026): Issue in Progess
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.2026.122-02

Purpose – Muslim minority families in Karo Regency, North Sumatra, Indonesia, raise children with limited and uneven access to external Islamic religious education institutions. This condition positions parents as the primary religious educators for children aged three to six years. Prior research on family-based Islamic education has largely examined Muslim-majority settings, where external institutions supplement parental instruction. This study instead examines how twelve Muslim minority parents construct early childhood religious education strategies under this condition of limited institutional access.Design/methods/approach – The study applied a transcendental phenomenology design following Moustakas (1994). Twelve parents were selected through purposive sampling, meaning deliberate selection based on set criteria. Data were collected from June through November 2024 through non-participant observation, two in-depth interview sessions per participant, and documentation review. The examination of the data followed four stages, namely epoché, the bracketing of the researcher’s prior assumptions, horizonalization, the equal weighting of every participant statement, thematic clustering, and synthesis of the essential structure of experience.Findings – Three themes emerged from the data. Parental exemplification functioned as the primary behavioral reference for Islamic conduct across all twelve families and took three forms, namely ritual worship modeling, daily moral conduct modeling, and cognitive-dialogical modeling. Contextual dialogue occurred through three types, namely reactive dialogue in eight families, anticipatory dialogue in seven families, and cultural dialogue in six families. Socio-religious integration appeared in ten of the twelve families, producing children who held Islamic identity and social competence as a single unified character.Research implications/limitations – The findings draw on twelve families from a single regency, which limits generalization to other Muslim minority regions in Indonesia. The data rest solely on parental accounts and do not include the perspectives of children, early childhood teachers, or local religious leaders. The six-month data collection period did not capture how parenting strategies evolve as children grow older.Practical implications – Muslim minority parents require parenting guidance tailored to their specific social environment. Curriculum developers should design instructional materials suited to religiously plural settings. Policymakers should consider expanding access to Islamic early childhood institutions in regions with small Muslim populations. Originality/value – This study introduces a three-type typology of contextual dialogue, comprising reactive, anticipatory, and cultural dialogue, as an analytical construct for early childhood Islamic education research. The typology offers a reading framework that may be tested in Muslim minority families with comparable ecological characteristics.Paper type Research paper

Parenting as Riyāḍah: Ethical Self-Formation and Relational Care in Muslim Early Childhood Education Burgueño Lópeza, Jorge
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 2 (2026): Issue in Progess
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.2026.122-01

Purpose – This article reconstructs riyāḍah from an individual spiritual discipline into a relational ethics of Muslim parenting. It examines how devotional practice may form the parent before becoming pedagogically meaningful in the child’s everyday world, without presuming that parental piety directly determines moral or religious outcomes.Design/methods/approach – The study uses constructive conceptual analysis of six primary works by Al-Ghazālī in dialogue with ethical subject formation, relational spirituality, care ethics, child agency, and developmental research on parental regulation and parent-child co-regulation. The purposively assembled corpus was analysed through semantic clarification, limited conceptual genealogy, immanent critique, theoretical dialogue, constructive synthesis, and boundary testing.Findings – Parenting as riyāḍah is defined as the sustained ethical-spiritual formation through which parents examine intention, regulate affective and possessive impulses, cultivate moral dispositions, and embody them within accountable relations of care. The framework identifies moral-spiritual resonance as an indirect and reciprocal pedagogical process through which children encounter values in embodied example, emotional attunement, relational repetition, dialogue, and co-regulation. Children remain active interpreters, while developmental outcomes remain open and contextually mediated.Research implications/limitations – The framework is conceptual and normative; it does not demonstrate causal effects of devotional practice on parenting or child development. Its propositions require examination through phenomenological, ethnographic, dyadic, observational, comparative, and longitudinal studies across diverse Muslim family settings.Practical implications – Muslim parenting education and early childhood institutions should assess religious formation not only through ritual instruction or behavioural compliance, but also through parental self-regulation, developmentally informed care, relational repair, non-violent discipline, equitable caregiving, and appropriate professional support. Originality/value – The article shifts the analytical centre of religious parenting from the production of the child to the ethical formation of parental authority. It brings Ghazālian self-formation into critical dialogue with global scholarship on care, spirituality, development, gender justice, and child agency, while establishing relational and ethical conditions that prevent riyāḍah from legitimising control, humiliation, or parental self-erasure.Paper type Conceptual paper

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