<![CDATA[This research is situated within the field of early childhood education (ECE), focusing on the exploration of teachers’ growth mindset and its impact on children’s learning behavior. The article aims to describe how growth mindset is formed and understood by ECE teachers, and how such an approach influences children's motivation and learning independence. This study employed a descriptive qualitative method involving 29 ECE teachers in Manggarai Regency, selected through purposive sampling. Data were collected through open-ended questionnaires, documentation, and interviews, then analyzed thematically. The findings reveal that ECE teachers demonstrate a strong tendency toward a growth mindset, despite the lack of sufficient training in stress management or psychological well-being. Teachers remain committed to continuous learning and to creating learning environments that support children's exploration. This mindset-based approach positively impacts children's behavior, including increased independence, curiosity, and enthusiasm for learning. The study contributes significantly to the body of literature on psychosocial approaches in ECE, particularly in under-researched local contexts. These findings highlight the need for systemic support for teachers' well-being and capacity building as key agents in early childhood education transformation..]]>
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