Integration of Islamic Parenting Values to Enhance Social-Emotional Development in Early Childhood

Abstract

Highlight the importance of social-emotional competence in supporting learning readiness and long-term success. The Collaborative for Academic, Social, and Emotional Learning (CASEL) framework identifies five key competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. In Indonesia, where Islamic values are deeply ingrained in the culture, integrating these values into early education, primarily through Islamic parenting practices, provides a culturally meaningful pathway for promoting character and emotional development. This qualitative descriptive study aimed to explore how Islamic parenting values are internalized in early childhood Islamic education settings and how they support the development of children’s social-emotional competencies. The study involved teachers from selected kindergartens in Serang City, including both Islamic-labeled and culturally Islamic schools. Data were collected through open-ended questionnaires, limited observations, and narrative documentation. Thematic analysis revealed that teachers consistently modeled Islamic values, such as rahmah (compassion), sabr (patience), ukhuwah (brotherhood), and ta’dib (moral conduct), through daily routines, prayer, respectful greetings, collaborative play, and conflict resolution. Findings indicate that these practices align with CASEL’s five competencies and have a positive impact on children’s behavior, emotional regulation, and decision-making. Moreover, parent-teacher collaboration strengthens the continuity of value reinforcement at home and school. This study offers theoretical contributions by bridging Islamic values with SEL, and provides practical implications for character-based curriculum and teacher training in faith-based ECE contexts.