Pragmatic Perspectives on Teacher-Child Interaction in Religio-Cultural Early Childhood Education

Vina Uctuvia; Abdul Hanan; Muhamad Ismail

doi:10.47776/mozaic.v11i2.1799

Authors

Vina Uctuvia Institut Pesantren Babakan Cirebon https://orcid.org/0009-0004-7103-087X
Abdul Hanan Institut Pesantren Babakan Cirebon https://orcid.org/0000-0002-7772-4926
Muhamad Ismail University of Ez-Zitouna Tunisia https://orcid.org/0009-0005-4511-5252

DOI:

https://doi.org/10.47776/mozaic.v11i2.1799

Keywords:

Early Childhood Education, Religio-Cultural Context, Teacher-Child Interaction

Abstract

Early Childhood Education is a formative stage in children’s cognitive, social, and moral development, where teacher–child interaction contributes not only to learning outcomes but also to the internalization of cultural and religious values. In pesantren-based educational settings, these interactions are shaped by local traditions and Islamic norms. This study aims to explore the pragmatic dimensions of teacher–child interaction in a pesantren-affiliated kindergarten in Babakan, Ciwaringin, Cirebon, an area recognized for its strong Islamic educational heritage. A qualitative descriptive approach was applied. Data were collected through classroom observations, audio recordings, and semi-structured interviews with teachers. The data were transcribed and analysed using frameworks from speech act theory, politeness theory, and conversational implicature to identify the forms and functions of teacher communication. The findings show that directive speech acts are the most dominant, reflecting the teacher’s central role in classroom management, moral guidance, and ritual instruction. Expressive and representative speech acts are frequently used to provide praise, encouragement, and knowledge, while commissive and declarative acts, though less common, perform important pedagogical and spiritual functions, such as shaping discipline and reinforcing religious practices. This research contributes to pragmatics by extending its application to religio-cultural education and offers insights for educators and policymakers in designing communication strategies that are both effective and culturally responsive.

Author Biographies

Vina Uctuvia, Institut Pesantren Babakan Cirebon

Vina Uctuvia islecturer in Linguistics at Institut Pesantren Babakan Cirebon and UIN Siber Syekh Nurjati Cirebon. Her research interests include pragmatics, language education, and socio-cultural linguistics.
Abdul Hanan, Institut Pesantren Babakan Cirebon

Dr. Abdul Hanan is a lecturer in the Postgraduate Program of Islamic Education (PAI) at Institut Pesantren Babakan Cirebon. His academic focus lies in Qur’anic exegesis (tafsir studies), Islamic education, and the integration of religious values into contemporary pedagogy.
Muhamad Ismail, University of Ez-Zitouna Tunisia

Muhamad Ismail is a doctoral student in Islamic Studies at Université Ez-Zitouna, Tunisia. His academic interests focus on Islamic scholarship, Qur’anic sciences, and the development of religious education in contemporary contexts.

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