Behavioural Adaptation and Learning Independence in Early Childhood: A Mesosystem Case Study of Home–School Collaboration
DOI:
https://doi.org/10.21274/martabat.2026.10.1.40-52Keywords:
Kolaborasi Rumah-Sekolah, Regulasi Emosi, Verbal ScaffoldingAbstract
This study aims to describe the behavioural adaptation process and the enhancement of learning independence in early childhood through a mesosystem collaboration strategy between the home and school environments. Utilizing a qualitative approach with a descriptive case study design, this research observed a 4–5-year-old child (Subject T) at KB Anggrek Landungsari who exhibited behavioural disparities: verbally active and dependent at home, yet passive, mute (temporary selective mutism), and disengaged during Student Worksheet (LKS) activities at school. Data were collected through participatory observation, in-depth interviews with teachers and parents, and anecdotal record documentation, analysed using the Miles and Huberman model. The findings reveal that the child's passivity when facing worksheets was not a cognitive delay, but rather a manifestation of emotional dysregulation and anxiety resulting from the transition from an over-servicing home parenting style to the school's demand for independence. Through the teacher's proactive verbal scaffolding intervention validating confusion and modelling help-seeking phrases, the child's anxiety was reduced, allowing executive brain functions to optimally resume for independent task completion. Simultaneously, integrated communication within the mesosystem prompted adjustments in parental responses at home to diminish over-indulgent behaviours. This study concludes that early childhood learning independence in school tasks is not solely determined by cognitive ability, but is the result of emotion regulation sociocultural mediated through the synergy between home and school microsystems.
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