Abstract
Research suggests that child independence is more popular in countries with greater wealth and a higher percentage of the educated population. Various research implications expect children's independence and compliance to increase over time in developing countries. This study aims to describe the independence of early childhood who comes from low-income families or at low socioeconomic environment. Using quantitative descriptive, data collection techniques are carried out through a questionnaire. The study population was 30 respondents from the ECE institution who were included in the list of low-income families in 2018, using an area sampling technique. Overall, the teacher stated that all indicators of dependence on children from low-income families had reached the high category, which was 75%. The implication of further research is that aspects of independence in physical abilities, self-confidence, responsibility, discipline, sociability, sharing, and independence in terms of emotional control in early childhood can develop better in a low socio-economic environment.
 Keywords: Early Childhood, Independence skills, low-socioeconomic environment 
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Highlights
Independence in early childhood when completing self-care routines such as getting ready for school or studying throughout the morning, as well as participating in individual activities for long periods of time, are important life-long impact skills (Jimenez-Gomez et al, 2020)
This study aims to describe the independence of early childhood who comes from low-income families or at low socioeconomic environment
Independence is one of the items that must be generated by habit, and the presence of parents plays an important role in cultivating the independence of their children because most of the time a child in a day is with his parents, (Amini, 2018)
Summary
Independence in early childhood when completing self-care routines such as getting ready for school or studying throughout the morning, as well as participating in individual activities for long periods of time, are important life-long impact skills (Jimenez-Gomez et al, 2020). Park and Lau's (2016) study found that child independence was more common for the national level in countries with higher income and a higher percentage of the educated population; personal socio-economic status at the individual level rather than national socio-economic characteristics predicts the priority of individual parents towards the independence of children; higher social class estimates a higher likelihood of superiority. Research shows children who do not have this kind of parenting can develop good self-regulation and independence (Julian et al, 2019)
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