Early Childhood Education Based on the Qur’an: An Analysis of the Pedagogical Values in Surah Luqman Verses 12–19

Abstract

This study examines the pedagogical values of Surah Luqman 31:12–19 and develops a critically bounded framework for their application in early childhood education. An interpretive library-based design combines close reading of the eight verses with a targeted narrative synthesis of 33 journal articles published within 2017–2024. The analysis distinguishes textual meanings, developmental evidence, and proposed educational practices. Five connected domains are identified: theological orientation and accountability; gratitude and care; relational guidance; worship and perseverance; and respectful social conduct. The findings are presented in a verse-to-practice matrix and a framework for formative observation. Contemporary research supports responsive relationships, guided activity, and social-emotional learning, but does not validate the effectiveness of the proposed Qur’anic framework. Particular attention is given to the limits of parental obedience in verse 15, the unspecified age of Luqman’s child, and the risks of equating religious understanding with visible compliance. The study concludes that the passage can inform developmentally sensitive Islamic education when theological meanings are preserved and pedagogical applications remain open to empirical evaluation.