<![CDATA[This study aimed to describe how mothers who also work as early childhood teachers foster independence among children aged 5–6 years, explain the process, and identify supporting and inhibiting factors. The descriptive qualitative study was conducted at PAUD Tiara in Serang City and PAUD Al-Jihad in Cilegon City. The main participants were five mothers who worked as PAUD teachers. Data were gathered through in-depth interviews, observation, and documentation; five observation sessions were conducted with five children. Interview findings indicated that mothers acted as guides, facilitators, motivators, role models, supervisors, and evaluators. Independence was fostered through modeling, repeated routines, graduated assistance, opportunities for children to try tasks, and positive reinforcement. Across 12 observation indicators for five children, the final observation table contained 60 ratings: 53 were categorized as Developing as Expected (BSH) and 7 as Developing Very Well (BSB). Recorded supporting factors included children’s physical condition and cognitive readiness, democratic parenting, and consistent expectations at home and school. Inhibiting factors included mothers’ limited time, adults’ tendency to take over children’s tasks, and children’s emotional responses or dependence when their mothers were at school. Keywords: mother’s role; early childhood teacher; child independence; early childhood education]]>
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