INTEGRATION OF EARLY CHILDHOOD LEARNING APPROACHES AND THE INTERNALIZATION OF ISLAMIC MORAL VALUES AS LITERATURE REVIEW ON DIGITAL MENTORING STRATEGIES

Abstract

The use of digital media among young children is becoming increasingly widespread, transforming the environments in which they play, interact, and learn thereby presenting new challenges for moral education. This study aims to analyze the challenges of moral education for young children in the digital era, integrate early childhood learning approaches with the internalization of Islamic moral values, and formulate collaborative strategies for parents and educators to provide guidance in this digital age. The research employs a systematic literature review covering works published between 2021 and 2026, incorporating both classical sources such as the thought of Al-Ghazali and contemporary literature on early childhood education, digital guidance, and Islamic moral values. The findings indicate that the challenges facing child development and moral education share a common root: a reduction in real-world experiences and meaningful interactions with adults and peers. Theoretical approaches based on the perspectives of Montessori, Piaget, Vygotsky, Albert Bandura, and the Reggio Emilia philosophy are synthesized with traditional Islamic educational principles such as modeling, habituation, counsel, and supervision—facilitated by the active involvement of adults. The study proposes an integration model comprising four strategies: utilizing digital media as a catalyst, providing active guidance, translating digital experiences into concrete ones, and fostering synergy between home and school. It is concluded that the challenges posed by the digital landscape can be addressed without rejecting technology, provided that digital media is positioned as a catalyst rather than a substitute for human interaction, and is managed collaboratively by parents and educators.