CULTURALLY RESPONSIVE APPROACHES TO QURAN LEARNING IN EARLY CHILDHOOD EDUCATION: CASE STUDY IN EAST AFRICA

Abstract

This abstract presents a study on the significance of culturally responsive approaches to Quran learning in early childhood education in East Africa. The research methodology involved an exploration of the topic to shed light on the vital role that cultural awareness plays in effectively teaching and engaging young learners in Quranic education. The study focused on examining how educators can adopt culturally responsive strategies to create inclusive learning environments that honor and embrace the diverse cultural backgrounds of children in East Africa. To conduct the study, a qualitative method approach was employed. Qualitative data was gathered through in-depth interviews with educators, parents, and community members involved in Quranic education. These interviews aimed to capture their perspectives on the importance of cultural responsiveness and its impact on Quran learning outcomes. Additionally, observations were made within Quranic learning settings to observe the implementation of culturally responsive strategies and assess their effectiveness. The findings of this study highlight the significance of integrating cultural knowledge, values, traditions, and linguistic diversity into Quran learning experiences. It emphasizes the benefits of culturally responsive approaches in promoting a deeper understanding and appreciation of the Quran, as well as enhancing children's overall development. Furthermore, the study provides insights into the challenges and opportunities associated with the shift from traditional methods of Quran learning, such as ink and wood, to more modern approaches involving books and pens.