Abstract

The self-reflection of parents plays a significant role in the process of raising children. This study aims to explore how self-reflection functions among Muslim parents in the context of preschool education. Using a qualitative research design and a multi-case, single-place case study method with purposive sampling, nine kindergarten children’s parents were selected for semi-structured in-depth interviews. Additional methods included document analysis, observation, and data source triangulation. To ensure reliability and validity, member checking and peer examination were employed. This research adhered to academic norms and ethical standards, protected the privacy information of the participants, and obtained their informed consent. The analysis revealed three key themes: a positive and receptive attitude; awareness of problems and cognitive breakthroughs; and emotional regulation and self-renewal. The results indicate that mothers can effectively identify and adjust their emotional states through self-reflection, thus offering positive emotional support to their children. Furthermore, parents' self-reflection not only enhances interactions within the parent-child and family relationships but also broadens self-awareness and fosters personal growth. This study can inform the development of family education strategies and serve as a reference for parent training programs.