<![CDATA[Early childhood education is an important phase in the formation of character, including the character of independence that becomes a child's supply in facing social demands in the future. However, there are still children who are less independent in completing tasks and interacting with the surrounding environment. The culture of mutual cooperation is seen as one of the effective approaches to grow independence because it contains the value of cooperation, responsibility, and social concern. This research aims to describe the role of teachers in improving the character value of self-reliance through the culture of mutual cooperation in early childhood in TK B Dharma Wanita Pagersari, Kalidawir District, Tulungagung Regency and identify the factors that influence its implementation.The results of the research show that teachers play a role as educators, instructors, trainers, facilitators, motivators, role models, and counselors in instilling the character of independence through a culture of mutual cooperation. The culture of mutual cooperation is realized through joint activities such as tidying up toys, keeping the classroom clean, and helping friends, which is proven to encourage children to become more independent, responsible, and disciplined. Factors that support this success include the consistency of the family's parenting pattern, the availability of child-friendly school facilities, as well as the teacher's adaptive pedagogical strategy. On the other hand, the factors inhibiting its implementation come from the physical condition and mood changes of the child, the excessive influence of peers in helping, and the overprotective parenting pattern from the family environment that often takes over the child's tasks.]]>
