Parents’ and Teachers’ Perceptions of the Internalization of Religious Behaviors in Early Childhood: A Phenomenological Study in Kampung Naga, Tasikmalaya
DOI:
https://doi.org/10.32332/riayah.v11i1.12583Keywords:
religious behavior, early childhood education, indigenous community, parental and teacher perceptionsAbstract
The internalization of religious behavior in early childhood is a fundamental aspect of character formation, particularly within indigenous communities that integrate religious values and local traditions. This study aims to examine parents’ and early childhood teachers’ perceptions of the internalization of children’s religious behavior in the indigenous community of Kampung Naga, Tasikmalaya. Employing a qualitative fenomenology approach, data were collected through in-depth interviews, participant observation, and documentation involving parents, early childhood educators, and the surrounding socio-cultural environment. The findings reveal that the internalization of religious behavior occurs through role modeling, habituation, and children’s active participation in religious and customary practices consistently implemented within families and the community. Both parents and teachers perceive the harmonization of Islamic values and indigenous traditions as a key strength in fostering children’s religiosity. The study concludes that collaboration among families, early childhood institutions, and indigenous communities plays a significant role in supporting contextual and sustainable religious behavior development in early childhood.
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