Parental Strategies in Instilling Egalitarian Values in Early Childhood
Abstract
This article discusses strategies used by parents in an effort to instill egalitarian values in young children. This research reflects the importance of early education that focuses on gender equality. The research method used is a literature review of books, journal articles, and proceedings. The results showed that the most successful parenting strategies included open communication about egalitarian values, positive role models, and educational resources supporting gender equality. This article provides valuable insight for parents and educators in supporting the development of children with strong egalitarian values from an early age. The research results show that the strategy used by "Parental Strategies in Instilling Egalitarian Values in Early Childhood" is by introducing various kinds of games, open communication regarding egalitarian values, positive role models, and the use of educational resources that support gender equality. By implementing this strategy, parents can help their children understand and internalize egalitarian values early on.
Keywords
Full Text:
PDFReferences
Adpriyadi, A., dan Sudarto, S. (2020). Pola asuh demokratis orang tua dalam pengembangan potensi diri dan karakter anak usia dini. VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan, 11(1), 26–38. https://doi.org/10.31932/ve.v11i1.572
Afifah, N. (2024). Mengkaji ulang stereotip gender: Eksplorasi stereotip gender dalam konteks budaya matrilineal Minangkabau. Jurnal Dinamika Sosial Budaya, 26(1), 93–104. https://doi.org/10.26623/jdsb.v26i1.9779
Bookchin, M. (2022). The Philosophy of Social Ecology: Essays on Dialectical Naturalism. AK Press.
Chisamya, G., DeJaeghere, J., Kendall, N., and Khan, M. A. (2012). Gender and Education for all: Progress and problems in achieving gender equity. International Journal of Educational Development, 32(6), 743–755. https://doi.org/10.1016/j.ijedudev.2011.10.004
Cole, M. (2022). Education, equality and human rights: Issues of gender, “race”, sexuality, disability and social class. Taylor and Francis.
Dianita, E. R. (2020). Stereotip gender dalam profesi guru pendidikan anak usia dini. GENIUS: Indonesian Journal of Early Childhood Education, 1(2), 87–105. https://doi.org/10.35719/gns.v1i2.20
Fadhilah, T. N., Handayani, D. E., dan Rofian, R. (2019). Analisis pola asuh orang tua terhadap motivasi belajar siswa. Jurnal Pedagogi Dan Pembelajaran, 2(2), 249–255. https://doi.org/10.23887/jp2.v2i2.17916
Faridani, M. R., Dara, R. R., Pardede, S. L. A., Rostina, R., Ginting, R. S., dan Wongsosudono, C. (2025). Sosialisasi dampak diskriminasi gender dan bullying dalam lingkungan pendidikan. Pubarama: Jurnal Publikasi Pengabdian Kepada Masyarakat, 5(1), 9–13.
Hakim, L., Asrizal, A., Nur, A., and Agustiar, A. (2018). Qur’anic interpretation method and its impact on contemporary interpretation. Jurnal Ushuluddin, 26(2), 142–153. https://doi.org/10.24014/jush.v26i2.4577
Hayati, M., Siron, Y., dan Hermawati, E. (2021). Strategi lembaga pendidikan anak usia dini dalam melibatkan guru laki-laki. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 6(1), 11–24. https://doi.org/10.14421/jga.2021.61-02
Hood, B. (2012). The Self Illusion: Why There is No “You” Inside Your Head. Hachette UK.
Hughes, D. L., Toro, J. D., and Rarick, J. R. D. (2016). Egalitarian socialization in thnically diverse families: Liberty and justice for all. In Child Psychology (3rd ed.). Psychology Press.
Levy, J. K., Darmstadt, G. L., Ashby, C., Quandt, M., Halsey, E., Nagar, A., and Greene, M. E. (2020). Characteristics of successful programmes targeting gender inequality and restrictive gender norms for the health and wellbeing of children, adolescents, and young adults: A systematic review. The Lancet Global Health, 8(2), e225–e236. https://doi.org/10.1016/S2214-109X(19)30495-4
Nurfalah, Y. (2019). Pendidikan damai alternatif pendidikan korban konflik komunitas Syi’ah Sampang Madura. Tribakti: Jurnal Pemikiran Keislaman, 30(1), 85–114. https://doi.org/10.33367/tribakti.v30i1.663
Nuryatmawati, A. M. (2020). Pengaruh pola asuh permisif terhadap kemandirian anak usia dini. Pedagogi : Jurnal Anak Usia Dini dan Pendidikan Anak Usia Dini, 6(2), 81–92. https://doi.org/10.30651/pedagogi.v6i2.5286
Oliver, T. (2020). The Self Delusion: The Surprising Science of Our Connection to Each Other and the Natural World. Hachette UK.
Puspita Sari, C. W. (2020). Pengaruh pola asuh otoriter orang tua bagi kehidupan sosial anak. Jurnal Pendidikan dan Konseling (JPDK), 2(1), 76–80. https://doi.org/10.31004/jpdk.v1i2.597
Sari, P. (2019). Analisis terhadap kerucut pengalaman Edgar Dale dan keragaman gaya belajar untuk memilih media yang tepat dalam pembelajaran. Mudir : Jurnal Manajemen Pendidikan, 1(1), 42–57. https://doi.org/10.55352/mudir.v1i1.7
Shala, A., and Grajcevci, A. (2016). Formal and non-Formal education in the new era. Action Researcher in Education, 7(7), 119–130.
Sheina Lew-Levy, Noa Lavi, Jurgi Cristóbal-Azkarate, and Kate Ellis-Davies. (2018). How Do Hunter-Gatherer Children Learn Social and Gender Norms? A Meta-Ethnographic Review. Cross-Cultural Research, 52(2), 213–255. https://doi.org/10.1177/1069397117723552
Syahrul, S., dan Nurhafizah, N. (2022). Analisis pola ssuh demokratis terhadap perkembangan sosial dan emosional anak di masa pandemi covid-19. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(6), 5506–5518. https://doi.org/10.31004/obsesi.v6i6.1717
Tristaningrat, M. A. N. (n.d.). Gagasan egalitarianisme dalam permainan dolanan sebagai media pendidikan karakter anak sekolah dasar.
DOI: https://doi.org/10.17509/crecs.v3i1.93606
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 Naura Shafwah, Nita Rosalita, Tsabita Muthmainnah, Annisa Rahmahadi, Hisny Fajrussalam, Dhea Ardiyanti
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Publisher: Universitas Pendidikan Indonesia