The findings showed that the school consistently integrates the national curriculum with the Islamic curriculum developed by Aisyiyah. Tawhid values are not only delivered through formal lessons but are embedded in everyday school culture, teacher-student interactions, and routine activities. Children are regularly introduced to religious practices such as daily prayers, prayer recitations, memorization of short supplications, and understanding the pillars of Islam and faith. Islamic storytelling activities are also used to strengthen moral understanding and spiritual awareness. According to the study, this habituation-based approach is more effective than relying only on verbal instruction. Rahimah found that the holistic tawhid-based learning approach contributes significantly to children’s overall development, including cognitive abilities, language skills, socio-emotional growth, and motor development. At the same time, the approach helps nurture essential character traits such as honesty, discipline, responsibility, empathy, cooperation, and politeness. Learning activities at the school are designed around the principle of learning through play. Children participate in educational games, art activities, environmental exploration, and fine- and gross-motor exercises. This thematic and play-based learning model encourages children to become more active, cooperative, and emotionally engaged during classroom activities.
The study also revealed that family support plays a major role in children’s developmental outcomes. Children who receive positive emotional support and guidance from their parents tend to be more confident, more active in classroom participation, and better able to interact with peers and teachers. In contrast, children who experience emotional regulation difficulties or limited family support often struggle to maintain concentration and manage their behavior during learning activities. These findings suggest that emotional readiness is just as important as academic preparation in early childhood education. Besides highlighting successful practices, the study also identified several challenges faced by early childhood education institutions implementing spiritual-based learning models. One of the major challenges involves supporting children with special needs. Teachers attempt to provide individualized guidance, sensory-motor stimulation, and intensive assistance for children experiencing developmental delays. However, limited access to professional services, administrative barriers, and socioeconomic difficulties among families reduce the effectiveness of these interventions. Another challenge comes from parental expectations regarding early academic achievement. Some parents still measure educational success mainly through children’s ability to read, write, and count at an early age. This perspective often conflicts with developmentally appropriate early childhood education practices that prioritize balanced emotional, social, and character development. “Early childhood education should not focus only on academic achievement, but also on building children’s character and socio-emotional readiness,” Rahimah emphasized in the study.
The research also underlined the importance of teacher welfare in maintaining the quality of early childhood education. Teachers serve not only as educators but also as emotional facilitators and moral role models for children. Heavy workloads combined with limited financial support may affect teachers’ psychological well-being and professional sustainability. Overall, the study concludes that holistic education grounded in tawhid values can become an effective model for shaping children’s character from an early age. However, its success depends on strong collaboration among schools, families, communities, and policymakers. The research recommends that early childhood education institutions strengthen the integration of spiritual values through daily habituation, play-based learning, and meaningful teacher-child interactions. Parents are also encouraged to support children’s emotional and moral development at home rather than focusing exclusively on early academic performance. In addition, policymakers are urged to provide stronger institutional support for early childhood education, including inclusive learning facilities, teacher training, and improved teacher welfare. The findings are particularly relevant as societies increasingly recognize the importance of character education in the modern era. Education rooted in spiritual and humanitarian values is considered essential for preparing future generations who are not only academically capable but also empathetic, disciplined, and socially responsible.
Author Profile
Rahimah is an academic at Sekolah Tinggi Ilmu Tarbiyah (STIT) Serang, Banten. Her research focuses on early childhood education, character education, and the integration of Islamic values into learning practices.
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