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Focus & Scope

Aim and Objectives

Tarbiyat al-Aulad: Jurnal Pendidikan Islam Anak Usia Dini (p-ISSN: 2549-4651; e-ISSN: 2807-7636) is a peer-reviewed, open-access scholarly journal published by the Early Childhood Islamic Education Study Program (Program Studi Pendidikan Islam Anak Usia Dini), Faculty of Tarbiyah and Teacher Training, Universitas Islam Darussalam (UID) Ciamis, West Java, Indonesia.

The journal is dedicated to the dissemination of innovative conceptual frameworks, empirical research, and critical inquiries in the field of Islamic Early Childhood Education (IECE). It aims to provide an authoritative academic medium for scholars, educators, psychologists, and practitioners to advance the quality, pedagogy, and holistic development of young children within Islamic and contemporary educational perspectives.

Focus

Tarbiyat al-Aulad focuses on the multidisciplinary and interdisciplinary examination of early childhood care, education, and development (from infancy through primary transition) rooted in Islamic values and integrated with modern developmental sciences. The journal emphasizes critical analyses of pedagogical innovations, psychological well-being, curriculum transformation, character formation, and institutional strategies across formal, non-formal, and informal early learning settings (e.g., Raudhatul Athfal/RA, Islamic kindergartens, daycare centers, and family environments).

Scope and Thematic Areas

The journal welcomes original empirical research articles, comprehensive literature reviews, and rigorous conceptual papers addressing, but not limited to, the following thematic domains:

  • Instructional Models and Strategies in IECE: Play-based learning, active learning strategies, contextual teaching, digital media integration, and technological applications in early childhood classrooms.

  • Early Childhood Pedagogy and Didactics: Child-centered pedagogical frameworks, teacher-child interactions, classroom dynamics, and inclusive pedagogical practices in Islamic early schooling.

  • Islamic Educational Thought and Philosophy for Early Childhood: Classical and contemporary Islamic philosophical frameworks regarding child nurturing (tarbiyah, ta'dib, hadhanah), moral-spiritual cultivation (fitrah), and ethical character building.

  • Early Childhood Educational Psychology & Holistic Development: Cognitive, socio-emotional, language, physical-motor, and moral-religious development; neuroscience in early learning; and child developmental assessments.

  • Curriculum Design and Policy in IECE: Integration of Islamic values with national/international early childhood curricula, institutional policy analyses, and standards of early childhood educational programs.

  • Early Childhood Guidance and Counseling: Behavioral interventions, parent-child counseling, child mental health, support for children with special educational needs, and positive behavioral management.

  • Parenting, Family, and Community Engagement: Collaborative home-school partnerships, parental involvement in early literacy and numeracy, sociocultural influences, and non-formal early education initiatives.

Editorial Standards & Publication Policies

  • Methodological Quality: Manuscripts must feature sound theoretical grounding, transparent methodologies (qualitative, quantitative, mixed-methods, or Classroom Action Research with high generalizability), and thorough empirical discussion.

  • Scholarly Contribution: Submissions must articulate a distinct research gap, significant engagement with current international literature, and practical implications for early childhood educational practice.

  • Peer Review: All submitted manuscripts undergo rigorous double-blind peer review to ensure academic excellence, methodological validity, and adherence to international publication ethics.