The Role of Parents' and Teachers' Examples in Developing Early Childhood Spiritual Literacy: A Contextual Study at TK Islam Terpadu Harapan Bunda Purwokerto

Siti Umaroh, Ellen Prima

Abstract


Spiritual literacy in early childhood involves recognizing religious symbols and practices, understanding simple religious teachings, and applying spiritual values in everyday life. Its development is unlikely to depend on the transmission of religious knowledge alone; it also draws on adult role modeling, consistent habituation, and family involvement. This conceptual article examines how parents’ and teachers’ role modeling can support young children’s spiritual literacy, using TK Islam Terpadu Harapan Bunda Purwokerto as a contextual illustration. The analysis draws on scholarship on children’s spirituality, social learning theory, ecological perspectives on development, and Qur’anic education, together with preliminary information supplied by the school about its programs. No primary field data were collected. The school’s programs are mapped onto dimensions of spiritual literacy, and a conceptual model with four components is proposed: personal role modeling, directed habituation, meaning and application, and family–school partnership. Four testable propositions and an operational framework for future empirical research are formulated. Claims about program effectiveness require verification through field research.

Keywords


spiritual literacy; parental role models; teacher role models; children age early childhood; Islamic education; partnership family-school

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References


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DOI: https://doi.org/10.31326/jcpaud.v9i2.2975

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Universitas Trilogi jakarta

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