Peer-reviewed article
Fostering Halal and Thoyyibah Food in Early Childhood Education
Wahju Dyah Laksmi Wardhani, Sawitri Komarayanti, Tri Endang Jatmikowati, Misyana Misyana ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examines how to introduce halal and thoyyibah (good and wholesome) food concepts to young children in early childhood education settings in Indonesia. The research argues that young children lack adequate knowledge about halal food according to Islamic principles and that early education can systematically teach these concepts. The study uses a constructivist-interpretive approach to develop age-appropriate lessons on halal and good food that can be integrated into early childhood curricula.
Key points
- Young children, including Muslim children, generally lack adequate knowledge about halal and good food according to Islamic jurisprudence
- Children's food consumption patterns are typically determined by parents or influenced by social and cultural environments
- Early childhood education can introduce knowledge about halal and good food in gradual steps aligned with children's developmental phases
- The study provides graded lessons to help children identify halal and good food
- The research aims to develop integrated lessons on halal and good food for early childhood education curricula
Limitations
The document does not present empirical data or outcomes from testing the proposed curriculum with children. It is unclear whether the lessons described were actually implemented or evaluated for effectiveness in improving children's knowledge, attitudes, or food choices.
Abstract
This study aims to construct the idea or thought regarding the importance of introducing halal and good food through early childhood education. Little children, including those of Muslims, generally do not have adequate knowledge about halal and good food according to Islamic jurisprudence (fiqh Islam). Children’s pattern of consumption, types of food they eat, and the ingredients of food cooked for them are generally determined by their parents or influenced by their social and cultural environments. By means of early childhood education, the knowledge of halal and good food is introduced earlier to the children in gradual steps in line with their age and developmental phases. Through constructivist-interpretive approach, this study is intended to analyze the importance of introducing, disseminating, and internalizing the knowledge, attitude, and skill about halal and good food to the children. The study also provides the children with graded lessons to identify halal and good food. The ultimate end the analysis is expected to yield integrated lessons on halal and good food within the curriculum of early childhood education.