The Role of Teachers in Fostering Independence Through Daily Life Activitiesin Early Childhood
DOI:
https://doi.org/10.26877/paudia.v15i3.4209Keywords:
Teacher’s Role, Independence, Early Childhood, Daily LifeAbstract
Early childhood independence is an essential developmental competency that needs to be cultivated through meaningful daily experiences. This study aims to explore the teacher’s role in fostering children’s independence through daily life activities, particularly dressing, eating, and tidying up. A descriptive qualitative approach was employed at RA Al-Hidayah, UIN Walisongo Semarang, involving classroom teachers and children as primary informants. Data were collected through in-depth interviews, participatory observations, and documentation and analyzed using the Miles and Huberman interactive model. The findings show that teachers foster independence through direct modeling, prompting questions, scaffolding, positive reinforcement, and collaboration with families. Observations indicate that children consistently demonstrate independent behaviors, problem-solving, and decision-making in daily routines, including organizing belongings and cleaning spills without assistance. The novelty lies in integrating organic, dialogic interactions with school-home collaboration to support independence. The study contributes practical insights for strengthening self-reliance, responsibility, and confidence in early childhood education.
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