Internal Factors of Children’s Independence in Group A at TK Elpatisia Medan

Children’s independence in daily living activities is a key indicator of developmental readiness, yet its level varies among children in the same classroom. This study aimed to describe the level of independence in daily living activities and to examine the roles of age, health condition, and developmental maturity among Group A children at TK Elpatisia Medan, Indonesia. A descriptive qualitative design was employed. The participants were the school principal, one classroom teacher, five parents, and eight children aged 50–63 months who served as the main observation subjects. Data were collected through participant observation, in-depth interviews, and documentation, and were analyzed through data condensation, data display, and conclusion drawing and verification. Trustworthiness was established through source and technique triangulation, member checking, persistent observation, and peer debriefing. The findings showed that independence was generally as expected: 27 of 32 assessments (84.4%) were rated as developing as expected, and none were rated as developing very well. Four of the eight children still needed assistance on at least one indicator, and toileting was the weakest indicator (75% independent). Younger children tended to need more help, but age was not the sole determinant. All children were in good health, and no child with a formally diagnosed special need was identified. Variation in independence was more closely associated with caregiving habits at home, particularly parents’ tendency to do things for the child. Developmental maturity matched age expectations, yet its optimization depended on consistent opportunities to practice at home and at school. Strengthening teacher–parent collaboration is therefore recommended to foster children’s independence consistently.