Integrating Islamic Mindfulness Into Early Childhood Curriculum: A Supplementary Model For Holistic Character Formation

Abstract

This study is based on the need for an approach to character development in early childhood that emphasizes not only behavioral aspects but also inner awareness integrated with Islamic spiritual values. Various studies indicate that mindfulness practices are effective in developing emotional regulation and self-awareness; however, they remain limited to secular approaches and have not yet been systematically integrated into Islamic education. This study aims to formulate the concept of Islamic mindfulness, examine its integration into the early childhood curriculum, and analyze its relevance and implementation in educational practice. Methods used were qualitative research with a descriptive-interpretive approach through a literature review supplemented by limited field observations. The results of the study indicate that Islamic mindfulness is a holistic awareness rooted in divine values that can be integrated as a supplementary curriculum model through mindful routines, reflective games, teacher guidance, and spiritual practices. Its implementation has a positive impact on children’s emotional regulation, self-awareness, social behavior, and psychological well-being. This study contributes to the development of an integrative conceptual model that bridges Islamic education and modern mindfulness approaches in a contextual manner. However, this study is limited to qualitative exploration and limited observation. Therefore, further research is recommended to empirically test the model’s effectiveness using an experimental design and a broader scope.