Character building culture in kindergarten

Abstract

Character education in early childhood is a foundational investment in a nation's human capital. This study investigates how teachers enact their roles in nurturing character among children aged 5–6 years through the Seven Habits of Outstanding Indonesian Children framework (Gerakan 7 Kebiasaan Anak Indonesia Hebat), a government-endorsed initiative emphasising waking up early, worship, physical exercise, healthy and nutritious eating, love of learning, social participation, and sleeping early. Using a descriptive qualitative approach, data were collected through structured observation, semi-structured interviews, and documentary analysis across a full semester at a kindergarten in Riau Province. Participants included three classroom teachers and fifteen children. Data were analysed through Miles and Huberman's interactive model of data reduction, data display, and conclusion drawing, with member-checking employed to establish credibility. Findings reveal four interconnected teacher roles: (1) motivator and appreciator, who reinforces children's efforts through positive reinforcement; (2) role model, who embodies the habits in daily practice; (3) consistent mentor, who structures routines and guided activities; and (4) school–home liaison, who bridges habit formation between school and family contexts. Together, these roles cultivated religious, disciplined, responsible, independent, and socially caring character traits in the children. This study contributes empirical evidence for policy implementation and provides practical guidance for early childhood educators committed to holistic character development.