MORAL VALUES EDUCATION IN EARLY CHILDHOOD

Aufa Ahyana Nursya, Mifta Mairani Noor

Abstract


Education as an effort to change children's behavior to be better, especially in educating the morals of early childhood. The implementation of moral education in early childhood involves many parties, namely: parents at home and teachers in educational institutions. Parents act as the first teachers for children. The behavior, speech, and appearance of parents will be imitated by children. Adults around children must be ready to be models and role models for children in forming good morals. Efforts made in providing moral education to early childhood in educational institutions begin with the personality of the teacher who should be a model and role model for children, and continue in the implementation of the learning process by including moral elements into the components of education. Moral development in children can take place through direct education, imitation, and the process of trying. The key to a person's happiness lies in their temperament and character. If a child is neglected in their moral education, of course most of them will grow up to be children with bad personalities and morals. Moral education is carried out from an early age, this is because at that age the child's soul is still pure, clean and has not been contaminated with various bad traits.

Full Text:

PDF

References


A. A., & Rosyad, R. (2020). Children's Education from a Sufistic Perspective in the View of Ibn Qayyim Al Jauziyah. Syifa Al-Qulub, 4(4)

Aditia, BE (2019). Children's Education Perspective of Ibn Qayyim Al Jauziyyah. Education: Journal of Islamic Thought, 3(1).

Ali Nugraha, et al. (2015). Guidelines for Early Childhood Education Learning Management. Jakarta: Directorate of Early Childhood Education Development.

Ansari, A., & Qomarudin, A. (2021). The concept of Islamic education according to Ibn Sina and Ibn Qayyim Al Jauziyyah. Islamika, 3(2)

Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall

Berk, L. E. (2013). Child Development. Boston: Pearson.

Hurlock, E. B. (1980). Developmental Psychology: A Life-Span Approach. New York: McGraw-Hill.

Isjoni. (2009). Early Childhood Learning Model. Bandung: ALFABETA Islami,

Kohlberg, L. (1984). Essays on Moral Development, Volume II: The Psychology of Moral Development. San Francisco: Harper & Row.

Lickona, T. (1991). Educating for Character: How Our Schools Can Teach Respect and Responsibility. New York: Bantam Books.

Mubarokah, I., Endang, U., & Kamila, I. N. (2018). The Concept of Early Childhood Education According to Ibn Qayyim Al-Jauziyyah (An Analysis Study of the Book of Tuhfatul Maudud Bi Ahkamil Maulud). Tarbiyat Al-Aulad: Journal of Early Childhood Islamic Education, 3(1)

Piaget, J. (1932). The Moral Judgment of the Child. New York: Harcourt Brace.

Santrock, J. W. (2011). Child Development. New York: McGraw-Hill.

Sjarkawi. (2005). Formation of Children's Personality. Jakarta: Bumi Aksara.Skinner, B. F. (1953). Science and Human Behavior. New York: Macmillan

Syaiful Bahri Djamarah. (2000). Teachers and Students in Educational Interaction. Jakarta: PT Rineka Cipta

Syamsi, M. (2018). The concept of Islamic Religious Education; A Study on the Thought of Ibn Qayyim Al-Jawziyyah. Attaqwa: Journal of Islamic Education, 14(2)

Syamsul Yusuf LN. (2011). Psychology of Child and Adolescent Development. Bandung: PT Remaja Rosdakarya.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.

Za’im, M. (2016). Children's Education in the Development of IQ, EQ and SQ Intelligence (Study of the Book of Tuhfat Al Mawdud Bi Ahkam Al-Mawlud by Ibn Al-Qayyim Al-Jauziyah). Muallimuna: Journal of Madrasah Ibtidaiyah, 2(1)




DOI: https://doi.org/10.3059/insis.v0i0.22953

DOI (PDF): https://doi.org/10.3059/insis.v0i0.22953.g12849

Refbacks

  • There are currently no refbacks.