<![CDATA[Character formation in young children requires continuity between the family environment and educational institutions. However, research on co-parenting as an educational practice that connects parental and teacher involvement in children’s character development remains limited. This study aimed to describe co-parenting practices, forms of parental guidance in children’s character development, and collaboration between parents and teachers at KB Tunas Jaya II, Nawangan Subdistrict, Pacitan Regency. The study employed a descriptive qualitative approach with six informants, all of whom were mothers selected through purposive sampling. Data were collected through observations, semi-structured interviews, and documentation, then analyzed using Miles and Huberman’s model through data reduction, data display, and conclusion drawing. The findings showed that parental guidance was provided through habit formation, role modeling, providing direction, supervision, motivation, and positive reinforcement. The character values developed included independence, responsibility, discipline, politeness, and caring. Guidance was provided in stages and required consistency and adjustments to children’s characteristics. These findings underscore the importance of family involvement and ongoing communication with early childhood education institutions in supporting children’s character development. This study broadens the understanding of parental guidance within educational co-parenting practices and has implications for strengthening partnerships between parents and teachers to align character education across the family environment and early childhood education institutions.]]>
