<![CDATA[This study aimed to analyze the forms of independence behavior in early childhood, the factors influencing differences in children's levels of independence, and the role of teachers in supporting and fostering the independence of children aged 3–4 years at PG Ar Rahmah Ceria. This study employed a qualitative approach using a case study method. The research subjects consisted of three children aged 3–4 years with different levels of independence, namely MR, EF, and RH. Data were collected through participant observation, in-depth interviews with parents and teachers, and documentation. The findings revealed that children's independence was reflected in their ability to fulfill self-care needs, self-confidence, responsibility, discipline, emotional regulation, social interaction skills, behavioral independence, value independence, and emotional independence. MR demonstrated an optimal level of independence, whereas EF and RH still showed dependence on parental assistance and presence. Differences in children's levels of independence were influenced by home-based habituation, parenting styles, the family caregiving environment, and parental support. Teachers contributed to the development of children's independence through daily habituation, motivation, role modeling, the provision of a supportive learning environment, and collaboration with parents.]]>
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