Balancing The Right To Play And Religious Values In Faith -Based Early Childhood Education: Ideal Vs. Reality

menyeimbangkan hak bermain dan nilai-nilai keagamaan dalam pendidikan anak usia dini ideal vs realita

Abstract

This study aims to examine the gap between the ideal concept of children's right to play and the practical implementation of religious values in faith-based early childhood education institutions. Using the theoretical lens of child rights-based education and developmental learning theory, this research investigates how Islamic early childhood institutions accommodate children's right to play amidst structured religious instruction. The research employs a qualitative case study approach conducted in two Islamic early childhood education centers in Indonesia. Data were collected through classroom observations, in-depth interviews with teachers and principals, and document analysis of curriculum schedules and daily activity plans. The instruments used included structured observation checklists and semi-structured interview guides. Data were analyzed thematically using Miles and Huberman’s interactive model, which consists of data reduction, data display, and conclusion drawing. Findings indicate that although educators understand the developmental importance of play, institutional priorities often place greater emphasis on religious routines and cognitive achievement, leaving limited room for child-initiated or imaginative play. Nonetheless, the study identified emerging practices where religious teachings are embedded into play-based activities, suggesting the potential for curriculum models that integrate both spiritual and developmental goals. This research concludes that a balanced approach is needed to ensure that faith-based institutions uphold children's right to play while preserving their religious values. The study contributes to policy discussions and curriculum innovation in early childhood education settings, particularly those with religious orientations.

Keywords: child rights, faith-based education, play-based learning.