Atthiflah: Journal of Early Childhood Islamic Education Volume 7 Nomor 2 Juni 2020; p-ISSN: 2580-1864; e-ISSN: 2722-1210; 34-45 Nor Mubin Sekolah Tinggi Agama Islam Daruttaqwa Gresik, Indonesia Email: normubin@staidagresik.ac.id Abstact: The position of character in Islamic education is seen as very important, because character is the practice of knowledge, character is also seen as an effective medium for receiving divine nurses and a means of seeking useful knowledge. Based on these problems, this research emerged. This research is based on library research, with descriptive analysis method. The concept of character education in children globally and the concept of character education in children in the perspective of Washoya Al Abaa 'Lil Abnaa'. Starting from the findings of this study, there are few suggestions that the education process is built on the basis of character and character education. kindness from a student and sincere love from an educator. The educational process can be conveyed in a good manner. There are 18 values of character education that come from religion, Pancasila, culture, and the goals of national education, namely: Religious, honest, tolerance, discipline, hard work, creative, independent, curiosity, national spirit, love for the country, respect for achievement, friendly or communicative, love peace, love to read, care about the environment, care about social, responsibility. In general, there are five character education methods that teach conceptual understanding, modeling, determining priorities, priority practice, reflection. While the character education method in the Washoya Al-Abaa book 'Lil Abnaa' can be concluded as a discussion method, memorization method, advice method (mau'izhah), habituation method, story method, exemplary method, dialogue method, targhib wa tahdib method, targhib method. wa tahdib. Keywords: Character and Child Education Abstak: Kedudukan karakter dalam pendidikan islam dipandang sangat penting, karena karakter merupakan pengamalan dari ilmu, karakter juga dipandang sebagai media efektif penerimaan nur Ilahi dan sarana mencari ilmu yang manfaat. Berdasarkan persoalan tersebut, penelitian ini muncul. Penelitian ini berbasis library research, dengan metode analisis deskriptif. Konsep pendidikan karakter pada anak secara global dan konsep pendidikan karakter pada anak perspektif Washoya Al Abaa’ Lil Abnaa’. Bertitik tolak dari temuan kajian ini, sedikit saran agar proses pendidikan dibangun atas dasar pendidikan karakter dan budi pekerti. yang baik dari seorang murid dan cinta kasih yang tulus dari seorang pendidik. Proses pendidikan tersebut dapat disampaikan secara berbudi pekerti yang baik. Ada 18 nilai pendidikan karakter yang bersumber dari agama, pancasila, budaya, dan tujuan pendidikan nasional, yaitu: Religius, jujur, toleransi, disiplin, kerja keras, kreatif, mandiri, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat atau komunikatif, cinta damai, gemar membaca, peduli ligkungan, peduli social, tanggung jawab. Metode pendidikan karakter secara umum ada lima mengajarkan pemahaman konseptual, keteladanan, menentukan prioritas, raktis prioritas, Refleksi. Sedangkan metode pendidikan karakter dalam kitab Washoya Al-Abaa’ Lil Abnaa’ dapat disimpulkan menjadi metode diskusi, metode menghafal, metode nasehat (mau’izhah), metode pembiasaan, metode kisah, metode keteladanan, metode dialog, metode targhib wa tahdib, metode targhib wa tahdib. Kata kunci: Pendidikan Karakter dan Anak