Hubungan Keterlibatan Orang Tua Dengan Disiplin Dan Regulasi Anak Usia Dini

Abstract

Parental involvement in early childhood education is a crucial factor in determining a child's social, emotional, and academic development. However, excessive involvement, such as frequently waiting for children at school or accompanying them every step of the way, can hinder a child's independence, discipline, and self-regulation. This article examines this phenomenon based on direct observations in schools and relates it to child development theory. The study's findings indicate that healthy parental involvement is supportive without dominating, allowing children to learn to face consequences, solve minor problems, and exercise self-control. Therefore, it is important for schools and parents to balance this involvement to ensure optimal development of discipline and self-regulation in early childhood.