Upaya guru dalam menanamkan kemandirian pada anak dengan menumbuhkan rasa percaya diri pada Taman Kanak Kanak Puri Ceria Desa Fajar Baru Kecamatan jati Agung Kabupaten Lampung Selatan

Abstrak

This research aims to describe teachers' efforts in developing independence in early childhood through habituation strategies in the school environment. Erik Erikson's theory of psychosocial development serves as the theoretical basis for this research, particularly the initiative versus guilt stage, which is relevant to the development of children aged 5-6 years. Based on initial observations at Al Ikhlas Japos 09 Kindergarten, children's level of independence appears to vary, from those who are quite independent to those who still rely on teacher assistance. This research uses a descriptive qualitative approach with a class B teacher as the subject. Data was collected through interviews with the teacher as the main informant, observation, and documentation, and was analyzed using the Miles and Huberman model. The research findings indicate that teachers employ various strategic efforts to foster children's independence, including providing activity choices, gradually guiding daily routines, and offering emotional support and positive affirmation when children attempt to do things independently. These efforts have resulted in improved children's ability to take initiative, build self-confidence, and make independent decisions. This finding implies that active teacher involvement through consistent and contextual strategies can be an important factor in supporting the development of early childhood independence