Introducing Halal Snacks to Children: A Phenomenological Study in Indonesian Kindergartens

Abstract

This study examines how kindergarten teachers in Tangerang, Indonesia, introduce the concept of halal snacks to young children within the country's diverse cultural and religious background. Halal food holds great importance in Indonesia, both due to religious beliefs and public health policies, making it a complex subject to teach in early childhood education. Using a phenomenological approach, the research explores teachers' experiences in teaching young children about halal snacks. The findings reveal the challenges faced by these teachers and the opportunities they seize to simplify the concept for their students. Teachers actively engage with children, using examples and practical demonstrations to convey the importance of halal food. They also navigate cultural and religious factors, which significantly influence policies and practices within kindergartens. This study highlights the crucial role of teachers in shaping children's understanding of halal snacks during early education. It not only uncovers the challenges but also provides practical solutions, emphasizing the importance of incorporating halal values into children's learning experiences.