Published in the Jurnal Ilmiah Pendidikan Holistik (JIPH), Volume 5, Number 3, 2026, pages 411–428, the study highlights the importance of cooperation between families and schools in developing children’s character. The research was conducted from April to July 2026 and involved parents, teachers, and Group B children at PAUD Nursaadah 1.
The researchers found that democratic parenting was the dominant parenting style observed among families connected to the school. This approach combines clear boundaries and rules with warmth, affection, open communication, and opportunities for children to develop independence.
Democratic Parenting Balances Rules and Freedom
Democratic parenting does not mean allowing children to do whatever they want. Instead, parents establish reasonable rules while giving children opportunities to express their feelings, opinions, and preferences.
At PAUD Nursaadah 1, parents commonly introduced simple daily rules, such as putting toys back after playing, maintaining cleanliness, washing hands, greeting others, speaking politely, respecting family members, and following daily routines.
An important characteristic of this parenting approach was that parents tended to explain the reasons behind rules rather than simply demanding obedience. Children were encouraged to understand why certain behaviors were expected.
This approach gives children a clearer understanding of responsibility while maintaining a positive relationship between parents and children.
Children were also given opportunities to make simple choices appropriate to their age. They could express what they wanted, communicate their feelings, choose activities, and complete simple tasks independently. Parents remained available to provide assistance when necessary.
Discipline Develops Through Consistent Habits
The study found that consistent routines at home can support children’s developing discipline.
Simple habits, such as putting away toys, maintaining personal hygiene, following schedules, and completing age-appropriate responsibilities, give children repeated opportunities to practice responsible behavior.
The researchers observed that children exposed to consistent rules and positive guidance tended to demonstrate an increasing ability to follow school regulations and carry out simple responsibilities.
Rather than relying primarily on punishment, democratic parenting emphasizes guidance and habituation. Children learn that rules are part of everyday life and that responsibilities can be completed with appropriate support.
Opportunities to Speak Build Self-Confidence
Democratic parenting also provides children with space to develop confidence.
When children are allowed to express opinions, communicate feelings, and make simple decisions, they receive opportunities to practice communicating with others. These experiences can encourage children to participate more actively in classroom activities and social interactions.
The researchers observed that children who received such opportunities showed developing self-confidence. They became more willing to communicate their ideas, express their feelings, and participate in group activities.
This finding reinforces the importance of treating children’s opinions as part of the learning process. Giving children opportunities to speak does not eliminate parental authority; instead, it helps children learn how to communicate within reasonable boundaries.
Social Skills Grow Through Positive Interaction
The study also linked positive parent-child interactions with children’s social development.
Children who experience supportive interactions at home receive opportunities to learn how to share, help others, cooperate, and participate in groups. These behaviors are important foundations for social competence during the early childhood years.
Democratic parenting provides children with repeated social experiences in which communication, respect, cooperation, and responsibility are practiced in everyday situations.
The researchers therefore emphasize that character formation does not take place only inside the classroom. Family interactions are an important part of the process.
Inconsistent Parenting Can Create Challenges
Although democratic parenting was the dominant pattern, the researchers also identified some permissive and authoritarian practices.
Permissive parenting was characterized by excessive freedom and limited boundaries. When children received too few clear limits, they could experience difficulties in developing discipline.
Authoritarian practices, meanwhile, involved strict restrictions, rigid rules, and limited opportunities for communication. These practices were associated with children becoming more reluctant to express their opinions and showing lower confidence in some situations.
The findings suggest that effective parenting requires a balance. Children need boundaries, but they also need affection, explanations, communication, and opportunities to develop independence.
Family-School Cooperation Matters
Several factors supported successful character development, including harmonious family relationships, active parental involvement, effective parent-child communication, and cooperation between parents and teachers.
At the same time, the researchers identified several challenges. Parents’ work commitments, limited interaction time, and insufficient understanding of appropriate parenting practices could make consistent character development more difficult.
For this reason, the study recommends stronger communication between schools and families. Parents and teachers need to maintain consistent expectations so that children receive similar messages about discipline, responsibility, communication, and cooperation at home and at school.
Schools can strengthen this partnership through regular parent communication, parenting programs, and home-school character-building activities.
One practical approach is to establish weekly character targets. These targets could include following rules, completing responsibilities, expressing opinions, sharing with others, and cooperating in group activities. Teachers and parents can then document children’s progress and discuss areas that require additional support.
Character Education Is a Shared Responsibility
The researchers emphasize that character education should not be viewed as the sole responsibility of schools.
Children spend significant time with their families, making parents an important influence on their daily habits, emotional development, communication patterns, and social behavior. Consistency between home and school can therefore provide children with a stronger environment for character development.
Parents are encouraged to combine clear and reasonable rules with warmth and respect. Children should be given opportunities to communicate their opinions, make simple decisions, and take responsibility for age-appropriate tasks.
Schools, meanwhile, can act as partners by providing guidance to parents and creating regular opportunities for communication about children’s development.
Study Limitations and Future Research
The study has several limitations. It was conducted at only one early childhood education institution and used a descriptive qualitative approach. Observations, interviews, and documentation may also involve subjective interpretations, while the relatively short research period limits the extent to which the findings can be generalized to other settings.
Future studies could involve larger and more diverse groups of participants and multiple early childhood education institutions. Researchers could also use mixed-method or longitudinal approaches to examine changes in children’s character development over a longer period.
Other factors worth examining include socioeconomic conditions, parents’ educational backgrounds, children’s use of digital media, and the consistency of parenting practices between home and school.
About the Authors
The article was written by Jumi, Yon A.E., and Arie Widiyastuti. Jumi and Arie Widiyastuti are affiliated with the Early Childhood Education Program at Universitas Panca Sakti Bekasi, while Yon A.E. is affiliated with the English Education Program at the same university. The article identifies Jumi as the corresponding author. Academic degrees are not specified in the published article.
DOI: https://doi.org/10.55927/jiph.v5i3.29
Website jurnal: https://journaljiph.my.id/index.php/jiph/index
0 Komentar