Children at Sakay State Kindergarten Show Stronger Independence After Six-Week Habit Program

FORMOSA NEWS

Researchers from Muhammadiyah University of Luwuk Banggai found a critical issue in early childhood education: many kindergarten children in island communities still rely heavily on teachers for basic daily activities. The finding comes from a study written by Rahma, Amelia Haruna, Fri, Muliati R. Umar, and Nadia A. Minggu, and published in 2026 in the International Journal of Advanced Technology and Social Sciences. The study matters because it shows that independence in early childhood can improve significantly through simple, consistent routines practiced at school and at home.

The research was conducted at Sakay State Kindergarten in Sakay Village, Totikum District, Banggai Islands Regency, Central Sulawesi. The school reflects a challenge common in many island and underserved regions: children are not yet used to taking care of themselves, while teachers and families often have limited access to training and educational support. In early childhood education, this is not simply a matter of “spoiled children.” It directly affects character formation, self-confidence, and school readiness in later years.

The researchers observed 35 students, interviewed five teachers and one principal, and reviewed school-based child development records. They then implemented a six-week independence-building program, supported by teacher guidance and parent discussions. The approach was straightforward: instead of only telling children what to do, the school helped them build habits through repeated daily practice.

A Clear Problem: Many Children Were Still Dependent on Adults
Before the program began, the children’s baseline condition was striking. Out of the 35 children observed:

-27 children (76.2%) were still highly dependent on teachers for basic physical tasks such as dressing, organizing their bags, or eating.

-28 children (81%) were not yet able to complete learning tasks independently.

- 23 children (66.7%) had not yet shown sufficient social-emotional independence, such as waiting in line, asking for help politely, or resolving minor conflicts with peers.

This means the issue of independence extended far beyond practical self-care. It also affected classroom participation and peer interaction.
The researchers noted that the problem did not emerge in isolation. Several factors contributed to it:

1. Overprotective parenting patterns

2. Lack of independence-building routines at home

3. The absence of a structured school-based program

4.  Limited teacher knowledge about strategies for fostering independence

5. Geographic challenges in island areas, which restrict access to training and learning resources

In short, children cannot simply be expected to become independent if their home and school environments are not consistently encouraging it.

Built Through Routine, Not Through Lectures
One of the most practical aspects of the study is that the intervention was not complicated. The independence program was designed in three stages:

-Introduction stage, where teachers modeled independent behavior directly

-Guided practice stage, where children tried to perform tasks on their own with gradual support

-Reinforcement stage, where children were encouraged to complete routines with minimal supervision

The daily habit-building activities focused on three main areas:

1. Physical independence
Children were encouraged to:

-put on their own clothes

-organize their shoes

-carry and arrange their school bags

-eat by themselves

2. Learning-task independence
Children were encouraged to:

-complete worksheets independently

-take stationery without waiting to be told

- return learning tools to their proper places

3. Social-emotional independence
Children were encouraged to:

- wait their turn in line

-ask for help politely

- handle small peer conflicts more independently

Teachers also received technical guidance, while parents were involved through group discussions so that the routines practiced at school would continue at home.

The Results Improved Sharply in a Short Time
After the program was completed, the evaluation showed substantial improvement.

Key changes recorded:

-Physical independence increased from 54.2% to 85.7%

-Independence in learning tasks increased from 48.5% to 82.8%

-Social-emotional independence increased from 42.8% to 77.1%

-Overall average independence increased from 48.5% to 81.8%

In practical terms, this means more children were able to manage their own basic needs, complete tasks with less teacher dependence, and interact more maturely with their peers.

The research team from Muhammadiyah University of Luwuk Banggai concluded that structured habit formation, teacher consistency, and parental support were the three most important drivers of change. This was not an overnight transformation, but clear evidence that independence can be developed through repeated small habits.

The Impact Goes Beyond Children Learning to Dress Themselves
The significance of this finding reaches beyond simple classroom behavior. Independence in early childhood is often treated as a minor issue, when in fact it has broader long-term consequences. Children who are more independent tend to be:

-more confident

-more prepared to participate in learning

-better able to adapt to school rules 

-more capable of managing emotions and social interaction

For schools, the study shows that improving early childhood education does not always require expensive technology or major infrastructure. Consistent classroom routines, patient teachers, and strong family involvement can produce measurable change.

For parents, the research offers a simple but important reminder: helping children does not always mean doing everything for them. In many cases, stepping in too quickly can limit a child’s opportunity to learn self-reliance.

For local governments and early childhood education providers in island regions, the findings also point to a practical policy opportunity. Habit-based independence programs are relatively low-cost, easy to replicate, and can be integrated into daily PAUD or kindergarten routines, especially in schools with limited facilities.

Challenges Still Remain
Although the results were positive, the program also faced several challenges in practice. The researchers reported that:

-some parents felt their children were still too young to be trained for independence

-routines at home were not always implemented consistently

-some children cried or resisted when first asked to do tasks by themselves

-teachers had to divide their attention among children with different needs

For that reason, the authors recommend that programs like this should not stop as short-term projects. Instead, they should be integrated into formal early childhood curricula and supported by learning modules adapted to the local context of the Banggai Islands.

Author Profiles

Rahma
An academic writer and researcher from Muhammadiyah University of Luwuk Banggai, focusing on early childhood education and the development of children’s learning behavior.

Amelia Haruna
An academic from Muhammadiyah University of Luwuk Banggai, involved in research on education, early childhood learning, and community-based educational development.

Other co-authors: Fri, Muliati R. Umar, and Nadia A. Minggu, also affiliated with Muhammadiyah University of Luwuk Banggai.

Research Source

Article title: Low Independence of Early Childhood in Sakay State Kindergarten, Totikum District, Banggai Kepulauan Regency Through Analysis of Children’s Behavior in Daily Activities at School

Authors: Rahma, Amelia Haruna, Fri, Muliati R. Umar, Nadia A. Minggu

Journal: International Journal of Advanced Technology and Social Sciences (IJATSS)

Year: 2026

DOI: 10.59890/ijatss.v4i3.185

https://aprmultitechpublisher.my.id/index.php/ijatss/index