Integrating Character Education into Early Childhood Learning: A Case Study at an Islamic Kindergarten

Character development in early childhood requires the consistent integration of character values into learning activities and everyday experiences. This study aimed to examine how character education was integrated into learning for children aged 4–6 years at Al Farabi Islamic Kindergarten. A qualitative case study design was employed, involving teachers directly responsible for implementing character education. Data were collected through semi-structured interviews, observations of classroom learning and daily activities, and document analysis. The data were analysed through data condensation, data display, and conclusion drawing and verification. The findings revealed that teachers integrated character education into learning by addressing cognitive, affective, and psychomotor aspects. The character values promoted included honesty, responsibility, cooperation, empathy, and discipline. Teachers reinforced these values through classroom activities and daily routines, including communal prayer, sharing, and social interactions. The findings also highlighted the role of school–family collaboration and the wider social environment in supporting the continuity of character education. This study underscores the importance of integrating character values consistently into learning activities and everyday experiences to support character development in early childhood.