FOSTERING INDEPENDENCE AND RESPONSIBILITY IN EARLY CHILDHOOD AT AL AZHAR 22 SEMARANG

Abstract

This study aims to provide a clearer understanding of how independence and responsibility are developed in early childhood at TK Islam Al Azhar 22 Semarang. The research focuses on how these two values grow through daily interactions between teachers and children, as well as how they are implemented in various routine activities within the school environment.

This study employs a qualitative approach with a descriptive research design. The data were collected through direct observation of classroom learning activities, interviews with teachers, and documentation in the form of activity records and character-building programs carried out by the school.

The findings indicate that children’s independence develops gradually through simple, consistent routines carried out at school. These activities include tidying up toys after use, eating without assistance, and practicing how to dress independently. Through these repeated habits, children are encouraged to become more confident and get used to completing simple tasks according to their developmental stage.

In addition to independence, a sense of responsibility is fostered by assigning light tasks that are adjusted to the children’s abilities and conditions. These activities include distributing learning materials, helping maintain classroom cleanliness, and encouraging care for others by assisting friends who are in need. Throughout this process, the teacher plays a crucial role as a role model, a guide, and a facilitator who provides motivation and positive reinforcement to strengthen the internalization of character values in children.

Several factors support the development of independence and responsibility in young children, including the consistent implementation of daily habits, the active and steady involvement of teachers in guiding the children, and strong collaboration between the school and parents. However, the study also identified a number of challenges, such as children’s fear of making mistakes, overly involved parenting, and the limited variety of tasks given to the children.

Based on these findings, it can be concluded that the development of independence and responsibility in early childhood will be more effective when it is carried out continuously and supported by good cooperation between teachers and parents.