Atfaluna Journal of Islamic Early Childhood Education

Parental Involvement Growth in Early Childhood Education: A Comparative Study in the Free State Province of South Africa

Chinedu Ifedi Okeke — 2025-06-26

This study examined parental involvement in early childhood education at mobile ECD centres in the Free State province, South Africa, focusing on centres managed by Tshepang Educare Trust, Ntataise, and Lesedi Educare Association. A quantitative research approach with a descriptive survey design was used to gather data from 172 practitioners, selected through proportionate stratified random sampling. The sample included 11 practitioners from Lesedi Educare Association, 8 from Tshepang Educare Trust, and 153 from Ntataise. Data were collected using a 20-item structured questionnaire, validated by experts, with a reliability index of 0.79. Analysis was conducted using SPSS version 25, applying mean, standard deviation, t-tests, and one-way ANOVA. Findings revealed that parental involvement was highest at Ntataise, followed by Tshepang Educare Trust and Lesedi Educare Association, with an overall high level of involvement (cluster mean of 3.29). The most significant form of parental engagement was ensuring proper invitations for meetings. Meanwhile, the lowest score was for maintaining a sense of ownership by parents of the school. These results underscore the importance of support structures in fostering parental involvement.

Unlocking Imagination through Living Books: A Case Study on Deep Literacy Engagement in Early Childhood within a Charlotte Mason Community in Indonesia

Noviana Mustapa — 2025-06-26

This study examines the perceptions of parents adhering to the Charlotte Mason educational philosophy regarding the use of living books in fostering literacy engagement among children. A total of 119 parents participated in this study, selected through purposive sampling based on specific inclusion criteria: their active practice of the Charlotte Mason method and experience in reading living books aloud to their children. The participants predominantly comprised mothers (79.8%), aged between 21 and 50 years, and were predominantly residing in urban areas throughout Indonesia. Employing a quantitative descriptive research design, data were collected through a self-constructed questionnaire consisting of 38 items categorized into four dimensions: perceptions of the benefits of reading living books aloud, reasons for encouraging children to retell stories, rationale for selecting living books, and methods of reading living books. The questionnaire was distributed via Google Forms, and the collected data were analyzed using descriptive statistics with SPSS version 26. The results indicated that respondents possessed highly positive perceptions regarding the cognitive, emotional, and social benefits of reading living books aloud to children. Additionally, parents perceived the practice of asking children to retell stories as beneficial for enhancing language skills, self-confidence, and narrative abilities. The study revealed that living books play a significant role in fostering deep literacy engagement and socio-emotional development in early childhood. The findings provide significant insights for educators, parents, and policymakers in designing effective literacy programs that integrate living books as an essential pedagogical tool and resources.

Nurturing Identity and Values: Meunasah’s Role in Acehnese Early Childhood Development

Cut Intan Meutia — 2025-06-26

This study explores the role of Meunasah as a non-formal learning space for early childhood education in Aceh, focusing on its benefits and challenges. Meunasah, a community institution with a strong emphasis on religious education, provides young children with opportunities to engage in spiritual development, social interaction, and cultural learning. This research employs a qualitative case study approach, combining semi-structured interviews, participant observation, and document analysis to gather data from Meunasah teachers, community leaders, parents, and local education authorities. The findings reveal that Meunasah plays a vital role in fostering children's spiritual development, moral values, and social skills through communal activities and early religious instruction. These experiences contribute to children's emotional regulation, sense of identity, and social responsibility. However, the study also identifies several challenges that limit Meunasah’s effectiveness as a holistic learning environment. These include inadequate learning resources, lack of formal teacher training in early childhood pedagogy, and inconsistent parental involvement. Despite these limitations, the research highlights the potential of Meunasah to complement formal education systems by promoting a more integrated and community-based approach to early childhood development. Strengthening the role of Meunasah through curriculum development, teacher training, and collaboration with families and schools is essential to maximize its impact. Ultimately, Meunasah holds promise as a key pillar in Aceh’s early education landscape, provided that systemic support is in place.

Integrating Local Wisdom and Scientific Inquiry in Early Childhood Education: A Contextualized Science Learning Approach

Suharti Suharti — 2025-06-30

This study explores the integration of local wisdom and scientific inquiry in early childhood education (ECE) on Untung Jawa Island, Administrative City of Kepulauan Seribu, DKI Jakarta. Employing a mixed-method approach, the quantitative phase utilized a one-shot posttest experimental design involving 21 children aged 5-6 years old, consisting of 11 boys and 10 girls. The children participated in culturally contextualized science activities that incorporated local wisdom. In addition to quantitative data collection, qualitative data were gathered through observations and interviews with five ECE teachers to gain deeper insights into the implementation process. The results indicate that integrating local wisdom enhances children's engagement and understanding of scientific concepts. This study recommends further research to explore long-term impacts and broader applications of culturally responsive teaching methods in early childhood settings.

Dramatic Play in Early Childhood Education: An Interdisciplinary Reconstructionist Perspective on Cultivating Social Awareness

Winarti Agustina — 2025-06-30

This study investigates the role of dramatic play in early childhood education (ECE) through a Reconstructionist lens and an interdisciplinary approach. A total of 65 articles were retrieved from indexed academic databases—Google Scholar, JSTOR, ScienceDirect, and ProQuest—using keywords such as “dramatic play,” “early childhood education,” “reconstructionism,” and “interdisciplinary approach.” Of these, 30 articles were selected based on inclusion criteria including topical relevance and academic rigor, covering publications from 2013 to 2024. The research employs a Systematic Literature Review (SLR) guided by the PRISMA framework to identify, screen, and synthesize the findings. The results reveal that dramatic play contributes significantly to the development of empathy, social competence, and children's awareness of societal roles. Role-playing allows children to embody various social and professional identities, such as doctors or community leaders, while internalizing values like cooperation, justice, and responsibility. From a Reconstructionist perspective, education is seen as a means of social transformation, positioning dramatic play as a powerful tool for character development in early childhood. The interdisciplinary approach further enhances learning by integrating insights from psychology, sociology, and pedagogy. This study recommends embedding socially meaningful dramatic play into the ECE curriculum and underscores the crucial role of teachers in facilitating value-oriented role-play experiences

Smart Parenting in the Digital Era: A Literature-based Framework for Enhancing Emotional Development in Early Childhood

Isobeliana Musrini — 2025-06-30

This study aims a conceptual framework of Smart Parenting to support emotional development in early childhood within the context of the digital era. Using a qualitative literature review, 20 selected studies published between 2010 and 2023 were analyzed to identify key themes. The findings reveal that Smart Parenting combines emotional responsiveness, digital literacy, and cultural sensitivity. Emotionally attuned parenting, enhanced by appropriate digital tools to fosters emotional intelligence, empathy, and regulation skills in children. However, unsupervised or excessive screen use can hinder emotional bonding. Cultural context also shapes how Smart Parenting is practiced, highlighting the need for adaptable strategies that respect local values and resources. This framework offers a holistic approach to parenting that bridges traditional interaction with modern technology. The study contributes to parenting science by integrating digital tools, emotional neuroscience, and cultural dimensions into a unified model. It offers insights for parents, educators, and policymakers to promote healthy emotional growth in early childhood.