Integration of Hindu Values as an Approach in the Development of

the Love Curriculum in Hindu Early Childhood

Education Institutions

I Gede Sedana Suci

and I Wayan Suyanta

Universitas Hindu Negeri I Gusti Bagus Sugriwa, Denpasar, Bali, Indonesia

Keywords: Early Childhood Education, Love Based Curriculum, Hindu Values, Character Education, Balinese Folktales.

Abstract: This study examines the integration of Hindu values into a love-based curriculum in early childhood education

(PAUD) and identifies strategies and challenges in its implementation. The value components integrated are

Prema (compassion), Dharma (responsibility), Ahimsa (non-violence), and Vasudhaiva Kutumbakam (we are

brother). The research design used is a case study, with data collection techniques including in-depth

interviews, participatory observation, and document analysis. Furthermore, the data is analyzed through the

interactive model of Miles, Huberman, and Saldana, with steps of data condensation, data presentation, and

conclusion drawing and verification, carried out simultaneously Findings show that the integration of Hindu

values is applied through a structured curriculum, learning and play activities, in teaching methods, teacher

modeling, and the arrangement of a Balinese culture-based school environment. The main strategies include

storytelling about Balinese folklore, strengthening values through habits, and teacher role models. The

challenges of this strategy include the lack of Hindu value-based teaching materials, inadequate teacher

training, and the impact of social media on children's behavior. This research emphasizes the importance of

improving teacher competence, developing contextual learning resources, and building strong partnerships

between schools and families, as well as maintaining character education based on religious and cultural

values.

1 INTRODUCTION

Character education is a fundamental concern within

global education systems, including in Indonesia.

One of its key expected outcomes is the cultivation of

a loving character in children (Nugroho & Sari,

2023). The primary aim of character education is to

develop a generation that is emotionally healthy,

morally grounded, and empathetic toward others and

the environment an effort that must begin in early

childhood (Santoso, 2022). At the foundational level

of education, curriculum serves as the main reference

point for developing essential competencies across

cognitive, social, emotional, and motor domains.

Therefore, curriculum development must move

beyond academic content and increasingly prioritize

values of love, security, and emotional well being

(Wulandari, 2024). A love based early childhood

https://orcid.org/0000-0001-5590-2587

https://orcid.org/0000-0003-2137-9104

education (ECE) curriculum, grounded in religious

values, particularly Hindu values is recognized as a

strategic approach to instilling strong character and

empathy from an early age (Putra & Dewi, 2023).

However, the current reality reveals that

education often places excessive emphasis on

cognitive development while neglecting the affective

domain. This imbalance has contributed to moral

decline, increased violence among students, and low

levels of social concern (Inayah et al., 2025).

Furthermore, globalization and digitalization have

significantly transformed children's social behavior,

including their ethical dispositions, necessitating an

adaptive education system that not only addresses

cognition but also fosters character development

(Iksal et al., 2024; Andrews, 2021). Insufficient

attention to ethical aspects leaves children vulnerable

to negative influences, such as misinformation and

consumerist behavior (Nasution, 2024). In light of

Suci, I. G. S. and Suyanta, I. W.

Integration of Hindu Values as an Approach in the Development of the Love Curriculum in Hindu Early Childhood Education Institutions.

DOI: 10.5220/0014069500004935

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 7th International Conference on Early Childhood Education (ICECE 2025) - Meaningful, Mindful, and Joyful Learning in Early Childhood Education, pages 37-42

ISBN: 978-989-758-788-7; ISSN: 3051-7702

these challenges, character education rooted in

religious values—as moral and ethical foundations—

must be deliberately integrated into the learning

process at all levels, including early childhood

education.

Hindu values embedded in the curriculum are

designed with a flexible approach that is responsive

to children's needs and the dynamics of technological

and informational change (Rasmani et al., 2021). The

implementation of a curriculum that reflects local

wisdom aligns well with the "Freedom to Learn"

policy in Indonesia, thereby enabling the

development of a more contextual and effective ECE

curriculum (Rahayu et al., 2024; Simanungkalit et al.,

2024). Previous research underscores the importance

of curriculum management that leverages local

sociocultural potential to support children's holistic

growth (Andini et al., 2024; Azizah, 2021; Zahra et

al., 2024). Studies on curricula incorporating Islamic

values have also demonstrated that learning strategies

aligned with children’s characteristics can enhance

the effectiveness of character education (Nasution,

2024). Similarly, in Hindu-based early childhood

education institutions, curriculum development must

reflect the cultural and spiritual traditions of the

community in which they operate.

In Indonesia, the national early childhood

curriculum adheres to the Ministry of Education’s

policy promoting holistic and integrative

development, encompassing education, health,

nutrition, and child protection (Kemendikbudristek,

2022). However, a key challenge in its

implementation lies in the limited integration of local

cultural and spiritual values, which are essential to the

identity and worldview of the community (Putri &

Suarni, 2023). Integrating values into the curriculum

is therefore a crucial area for further exploration. A

pedagogical approach based on value integration

incorporates moral, cultural, and spiritual elements

throughout the educational process, with the ultimate

goal of shaping positive character and behavior

(Lovat & Toomey, 2020). This approach does not

treat values as supplementary material but positions

them as a core component of the learning experience.

Contemporary models of values-based pedagogy

emphasize contextual moral education, where value

transmission is grounded in the child's cultural and

social environment (Miller & Lee, 2022). This

approach resonates with Vygotsky's theory of social

interaction, which posits that children’s moral

development is shaped by their interactions with

others and their surrounding sociocultural context.

Multiple studies have confirmed that children who are

engaged in learning environments that emphasize

love and social empathy exhibit enhanced

development in areas such as emotional regulation,

prosocial behavior, and empathy (Kim et al., 2023).

Moreover, the integration of love-based values

contributes to the creation of a positive classroom

climate, where children feel safe, accepted, and

appreciated—an essential condition for optimal

development.

While notable progress has been made in the

development of holistic, values-integrated ECE

curricula, several important gaps remain. Many

existing studies focus on general aspects of ECE

curriculum development and the application of

character education but lack in-depth analysis of how

religious values—particularly Hindu values—can be

systematically and practically integrated into early

childhood education. Religious teachings and local

wisdom are crucial in shaping character (Putra &

Dewi, 2023; Rasmani et al., 2021). Therefore, there is

an urgent need for empirical studies that investigate

the effectiveness of embedding affective and

emotional values, such as love (prema), empathy,

non-violence (ahimsa), and tolerance, in ECE

curricula, all of which are central to fostering

children's holistic development (Kim et al., 2023;

Nasution, 2024).

Despite their importance, pedagogical strategies

and adaptive learning approaches tailored to young

children’s developmental characteristics in the

context of Hindu values remain underexplored. Yet

the success of character education depends

significantly on how values are communicated and

internalized (Putra & Dewi, 2023; Nasution, 2024).

These gaps indicate a critical need for research

focused on integrating core Hindu values—Prema

(compassion), Dharma (responsibility), Ahimsa (non-

violence), and Vasudhaiva Kutumbakam (universal

brotherhood)—into a love-based early childhood

education curriculum. Such a curriculum must be

contextual, culturally relevant to Balinese Hindu

traditions, and grounded in pedagogical principles

aligned with early childhood development.

By examining the implementation of these Hindu

values within a love-based curriculum, this study

aims to contribute to the creation of learning

environments that are safe, joyful, and nurturing

(Putra & Dewi, 2023). It is expected that this research

will offer new insights into the design of practical and

context-sensitive curricula that align with local Hindu

cultural norms, thereby supporting children’s optimal

growth and holistic development. Ultimately, this

study bridges theoretical discourse with practical

application in developing a Hindu values-based early

childhood education curriculum, offering meaningful

ICECE 2025 - The International Conference on Early Childhood Education

contributions to both academic literature and

educational practice.

2 METHODOLOGY

This study employed a qualitative descriptive

approach to gain an in-depth understanding of the

processes and practices involved in integrating Hindu

values into the learning activities at Widya Kumara

State Hindu Kindergarten in Gianyar, Bali. This

approach was chosen to enable an exploration of the

perceptions, experiences, and interpretations of

teachers and students regarding the implementation

of Hindu religious values within the learning

environment. The research setting was purposively

selected based on its relevance to the study focus.

Widya Kumara Kindergarten is situated in a rural area

characterized by a strong adherence to traditional

Balinese Hindu culture, making it an ideal context for

observing the implementation of a love-based

curriculum enriched with local wisdom. The

participants included teachers, the school principal,

and several students aged 5–6 years. Teachers and the

principal were selected due to their direct

involvement in curriculum planning and instructional

practices, while students were involved to explore

their lived experiences and perspectives on learning

processes that incorporate Balinese Hindu religious

values and cultural elements. Participant selection

was conducted through purposive sampling, with

specific criteria aligned to the research focus

(Sugiyono, 2017).

Data collection techniques comprised in-depth

interviews, participatory observation, and document

analysis. These multiple sources of data were

intended to provide a comprehensive and triangulated

understanding of the phenomena under study. The

data were analyzed using the interactive model of

Miles, Huberman, and Saldana (2014), which

includes four key components: data collection, data

condensation, data display, and conclusion

drawing/verification. This model was selected due to

its systematic approach to qualitative data analysis

and its capacity to facilitate the identification of

recurring patterns and themes related to the

integration of Hindu values in early childhood

education.

To ensure the credibility and trustworthiness of

the research findings, source triangulation was

employed. This involved comparing and cross-

checking information obtained from interviews,

observations, and document reviews. The

triangulation process aimed to enhance the internal

validity of the study by confirming the consistency

and coherence of the data across different sources and

methods.

3 RESULT AND DISCUSSION

3.1 Integration of Hindu Values in a

Love-Based Curriculum

The findings of this study indicate that core Hindu

values, Prema (compassion), Dharma

(responsibility), Ahimsa (non violence), and

Vasudhaiva Kutumbakam (we brother), have been

systematically integrated into the love based Early

Childhood Education (ECE) curriculum through

multiple implementation stages.

a. Formulation of Values as Curriculum

Foundations

These Hindu values are explicitly embedded in the

formal curriculum documents, including learning

objectives, competency standards, and achievement

indicators. For instance, Prema is translated into

activities that encourage love and mutual assistance

among peers; Dharma is instilled through age-

appropriate responsibility tasks such as completing

assignments or organizing toys; Ahimsa is introduced

via non-violent methods and peaceful conflict

resolution; and Vasudhaiva Kutumbakam fosters a

sense of universal brotherhood. These findings align

with Jannah & Sari (2022), who emphasize that

religious values can effectively shape children's

behavior and thinking from an early age. Nyoman et

al. (2025) further assert that introducing Dharma

helps children understand the foundational principles

of Catur Purusha Artha, which harmonize material

and spiritual life goals.

b. Integration in Learning Content and Daily

Activities

The values are reinforced through daily routines such

as sharing food (Prema), organizing personal

belongings (Dharma), role-playing peaceful conflict

resolution (Ahimsa), and collaborative play

(Vasudhaiva Kutumbakam). These contextualized

learning experiences ensure that values are practiced,

not merely taught. This aligns with Lickona's (1996)

assertion that character education is most effective

when values are habituated in daily life, and with

Noddings’ (2005) emphasis on values being

internalized through real, meaningful relationships.

Research by Azizah & Suwandi (2022) also supports

the claim that contextual learning significantly

enhances value internalization in early childhood.

Integration of Hindu Values as an Approach in the Development of the Love Curriculum in Hindu Early Childhood Education Institutions

c. Pedagogical Approaches Aligned with Child

Development

Experiential learning methods such as storytelling,

singing, play-based activities, and social interaction

were utilized to integrate values. These strategies are

developmentally appropriate and enhance learning

effectiveness. Noviyanti & Safira (2023) highlight

the experiential approach as optimal for character

formation in early childhood. The findings are

consistent with the principles of Developmentally

Appropriate Practice (DAP), which promote active

learning tailored to children’s developmental stages

(NAEYC, 1997; Bredekamp & Copple, 1997).

d. The Role of Teachers as Agents of Change

Teachers underwent training on integrating Hindu

values into the learning process, including the use of

culturally relevant educational tools and Balinese

folklore. As role models, teachers exemplify these

values in daily interactions. This approach resonates

with social learning theory, which posits that children

internalize behaviors through observing authoritative

figures. Lumpkin (2008) and Saputra et al. (2021)

both highlight the importance of pedagogical and

cultural competence in effective character education

grounded in local traditions.

e. Development of a Value-Based Learning

Environment

The school environment is designed to reflect Hindu

values through architectural elements, language use,

traditional clothing, and religious symbols, fostering

a spiritual and loving atmosphere. Purnomo et al.

(2023) emphasize the significance of an ethical and

inclusive school culture in supporting character

development. This aligns with the Reggio Emilia

philosophy, which regards the physical environment

as the "third teacher," capable of inspiring interaction

and reflection. Supporting evidence shows that well-

designed environments —considering light, color,

ventilation, and spatial ergonomics— can greatly

enhance children's cognitive and affective

development.

3.2 Strategies for Implementing Hindu

Values in Learning

Storytelling, Narrative methods are used to introduce

values through culturally relevant stories. For

example, Siap Selem promotes love and protection,

while I Bawang teken I Kesuna conveys honesty and

the law of karma (karma phala). Harianti’s (2021)

study affirms that storytelling effectively

communicates moral and spiritual values due to its

accessibility and relevance to children’s lives.

Habituation and Exemplary Modeling, Daily

habits such as greetings, handwashing, and helping

peers are used to reinforce values through repetition.

The teacher’s and parents' roles as models are

essential since children imitate adult behavior. A case

study from Bali Q-Ta Kindergarten demonstrates

how teacher modeling significantly shapes children’s

character. The traditional Balinese nyatua storytelling

tradition also serves as a vehicle for transmitting

compassion, honesty, and empathy. Folktales like

Men Tiwas teken Men Sugih convey messages about

sharing and justice, confirming the pedagogical

relevance of folklore in character education (Pratiwi

et al., 2021).

3.3 Challenges in Integrating Hindu

Values into the ECE Curriculum

Despite successful integration, several challenges

persist:

a. Limited Teaching Resources

There is a scarcity of Hindu-values-based teaching

materials tailored to early childhood, limiting

teachers’ ability to design effective and age-

appropriate learning experiences.

b. Lack of Teacher Training

Teachers often face difficulties in translating value-

based curricula into practice due to insufficient

training on value integration, particularly in adapting

to digital and local cultural contexts (Hasibuan et al.,

2022).

c. Influence of Globalization and Digital Media

Children are increasingly exposed to values from

global media that may conflict with Hindu teachings.

Educators must develop adaptive strategies that

embrace technology while preserving cultural-

spiritual substance.

d. Weak School–Family Synergy

Effective value internalization requires alignment

between what is taught at school and practiced at

home. The model of value transformation,

transaction, and transinternalization must be applied

collaboratively to ensure sustainability.

Addressing these challenges requires a holistic

approach that includes teacher capacity-building,

contextual media development, and strengthening

school-family-community partnerships. As Sari &

Yuliana (2020) suggest, the success of character

ICECE 2025 - The International Conference on Early Childhood Education

education is deeply influenced by community and

family involvement.

4 CONCLUSIONS

This study confirms that the integration of Hindu

values into a love-based Early Childhood Education

(PAUD) curriculum can be implemented

systematically and contextually through pedagogical

practices tailored to children’s developmental stages.

Key values such as Prema (compassion), Dharma

(responsibility), Ahimsa (non-violence), and

Vasudhaiva Kutumbakam (universal brotherhood)

were successfully instilled through curriculum

design, learning content, daily classroom activities,

experiential learning methods (e.g., storytelling and

play), teacher exemplars, and a school environment

that reflects Balinese Hindu culture.

The most effective strategies include the

integration of local folklore, daily value habituation,

and teacher modeling. However, several

challenges—such as limited teaching resources,

inadequate teacher training, globalization-induced

value shifts, and insufficient family engagement—

must be addressed. Strengthening character education

requires a holistic and adaptive model that

incorporates the cultural-religious context, builds

teacher capacity, and enhances collaboration with

families and local communities.

Ultimately, this research provides practical and

theoretical contributions to the development of a

love-based, culturally relevant curriculum that

supports children's holistic development and nurtures

spiritual, moral, and social values grounded in Hindu

philosophy.

ACKNOWLEDGEMENTS

We would like to express our deepest gratitude to

teachers, students and parents who were directly

involved in this study as well as other parties involved

indirectly. Infinite gratitude to the Rector and

Chairman of LPM State Hindu University I Gusti

Bagus Sugriwa for the funds provided in this

research.

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