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Parental Classroom Accompaniment Linked to Lower Independence in Kindergarten Children
A 2026 study by Dita Hapsari and colleagues from Universitas Muhammadiyah Luwuk Banggai reveals that parents who accompany children into classrooms may unintentionally hinder early childhood independence. Published in the Indonesian Journal of Society Development, the research documents how a targeted education program significantly changed parental behavior and improved children’s confidence and social skills at Luksagu State Kindergarten in Central Sulawesi, Indonesia. The findings highlight a practical strategy to strengthen early childhood development in rural communities.
The study focused on Kindergarten Negeri Luksagu, located in Luksagu Village, North Tinangkung District, Banggai Islands Regency. Researchers observed that around 75% of children—15 out of 20 students—were routinely accompanied by parents into the classroom, with some parents remaining during lessons. This long-standing habit raised concerns among teachers, who reported disruptions in classroom dynamics and limited student independence.
Why Independence Matters in Early Childhood
Early childhood education plays a critical role in shaping cognitive, emotional, and social development. Independence at this stage refers to a child’s ability to perform tasks, interact with peers, and adapt to new environments without excessive reliance on adults.
In many rural communities, strong family bonds and protective parenting styles can unintentionally limit opportunities for children to develop autonomy. Limited access to parenting education and varying socioeconomic conditions also contribute to this pattern. As a result, children may struggle with self-confidence, classroom participation, and peer interaction.
Previous research has shown that excessive parental presence in classrooms can reduce children’s concentration and hinder teachers’ ability to manage learning effectively. Children who depend heavily on parental support at school often face difficulties in social adaptation and emotional regulation.
Community-Based Intervention and Method
To address this issue, Dita Hapsari, Fibry Friscillawati Hamindeng, Israwati Hadam, and Putriani Lamidu designed a community service program involving teachers, parents, and school leadership.
The intervention combined education, discussion, and direct mentoring through four stages:
- Socialization and counseling: Informing parents about the importance of independence and the risks of overdependence
- Focus Group Discussions (FGD): Exploring parental perceptions, challenges, and practical solutions
- Two-week mentoring program: Observing and guiding behavior changes in real school settings
- Evaluation: Comparing pre-test and post-test results and monitoring behavioral changes
The study involved 20 students, 3 teachers, 1 principal, and nearly all parents. Data collection relied on questionnaires and direct observation, allowing researchers to track both knowledge improvement and behavioral shifts.
Key Findings: Significant Behavioral Change
The results show a clear and measurable impact of the intervention on both parents and children.
Improvement in parental understanding:
- Average score increased from 58.3 to 82.7
- This represents a 24.4-point increase (41.8%)
- Parents with strong understanding rose from 22% to 78%
Behavioral change among parents:
- Before intervention: 15 parents entered classrooms daily
- Week 1: Reduced to 10 parents
- Week 2: Further reduced to 4 parents
- 80% of parents adopted the habit of dropping children at the school gate
Impact on children:
- Increased confidence and willingness to participate
- Reduced anxiety when separating from parents
- Improved social interaction with peers
- Greater independence in classroom activities
Teachers reported that children who previously cried or resisted separation gradually adapted to the classroom environment. These changes occurred within just two weeks, indicating the effectiveness of consistent guidance and collaboration.
Insights from the Research Team
Dita Hapsari from Universitas Muhammadiyah Luwuk Banggai explains that parental habits play a decisive role in shaping children’s independence. The research emphasizes that gradual separation strategies and clear communication between teachers and parents are essential.
The authors note that “continuous education and collaboration between teachers and parents are key to fostering optimal independence in early childhood.” This insight highlights the importance of aligning parenting practices with educational goals.
Real-World Impact and Policy Relevance
The findings offer practical implications for educators, policymakers, and communities:
- For schools: Establish structured parent education programs and clear drop-off routines
- For parents: Adopt gradual separation strategies to build children’s confidence
- For policymakers: Promote parenting awareness programs in rural and underserved areas
- For educators: Strengthen communication with families to support consistent child development
The study demonstrates that simple, low-cost interventions can produce rapid and meaningful changes. By focusing on behavior rather than infrastructure, the program provides a scalable model for improving early childhood education outcomes.
However, the researchers also identify limitations. The mentoring period lasted only two weeks, and long-term follow-up was not implemented. Some parents still found it difficult to change deeply ingrained habits, highlighting the need for sustained engagement.
Toward Sustainable Early Childhood Development
The success of this program underscores the importance of community-based approaches in education. When teachers, parents, and school leaders work together, behavioral change becomes more achievable and sustainable.
In rural areas like the Banggai Islands, where access to formal parenting resources is limited, such initiatives can bridge critical gaps. Encouraging independence at an early age not only improves classroom performance but also prepares children for lifelong learning and social interaction.
Author Profile
Dita Hapsari is an early childhood education researcher at Universitas Muhammadiyah Luwuk Banggai, specializing in child development and community-based education programs. She collaborated with Fibry Friscillawati Hamindeng, Israwati Hadam, and Putriani Lamidu, who share expertise in education, social development, and parenting interventions. Their work focuses on improving early childhood outcomes in rural and underserved communities.
Source
Journal: Indonesian Journal of Society Development (IJSD)
Year: 2026
DOI : https://doi.org/10.55927/ijsd.v5i2.10
URL: https://journalijsd.my.id/index.php/ijsd/index
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