<![CDATA[This study aims to analyze the dynamics of parenting styles and disciplinary behavior among children aged 5–6 years at TK Cinta Ibu, Purwakarta, focusing on how parenting styles are applied, the forms of disciplinary behavior that emerge, and the supporting and inhibiting factors involved. A qualitative case study approach was employed, involving 10 children aged 5–6 years and their parents as research subjects. Data were collected through questionnaires distributed to parents, observations of children's behavior at school, and documentation of activities. The data were then analyzed using the interactive model of Miles, Huberman, and Saldaña, supported by source triangulation. The findings indicate that most parents adopt a democratic parenting style, as reflected in the practice of explaining the reasons behind rules, maintaining open communication, providing supervision, and consistently implementing rules. Nevertheless, parents' positive perceptions do not fully correspond to the conditions observed at school, as children still frequently require guidance and repeated reminders during activities, such as putting away toys and waiting their turn in line. Variations in discipline levels among children were also identified, which cannot be entirely explained by parenting styles in general. Overall, democratic parenting serves as an important foundation for developing early childhood discipline; however, its implementation still requires consistent habituation both at home and at school, along with close collaboration between parents and teachers to align children's disciplinary habits across both environments.]]>
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