<![CDATA[Independence is one of the essential aspects of early childhood socio-emotional development that should be nurtured through consistent habituation. Teachers play a crucial role in creating a learning environment that encourages children to perform daily activities independently. This study aimed to describe the role of teachers in fostering the independence of Group B children aged 5–6 years through the habituation method of classroom rules at TK Negeri Serikandi Karang Bajo and to identify the obstacles encountered during its implementation. This study employed a descriptive qualitative approach. The participants consisted of the principal and Group B teachers. Data were collected through observation, interviews, and documentation, and were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings revealed that teachers acted as facilitators by providing a supportive learning environment, as mentors by guiding children in implementing classroom rules, and as motivators by providing encouragement and positive reinforcement. Habituation activities included lining up before entering the classroom, wearing and arranging shoes independently, washing hands, eating together, tidying learning materials, disposing of waste properly, and taking responsibility for personal belongings. The main obstacles included children's low self-confidence, dependence on parents, differences in individual characteristics, and limited habituation practices at home. The study concludes that consistent habituation supported by active teacher involvement effectively promotes the development of independence among early childhood learners.]]>
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