Strengthening Early Childhood Gender and Social Inclusionbased Characters Through Habitual Attitudes

Abstract

Early character building is substantial considering that early childhood is the critical period for the children, including children with special needs to establish their profile and social. The aims of this research are twofold: 1. describing the habituation of behavior technique in character education, and 2. analyzing gender and social inclusion issues in early childhood education. The area of the study is chosen based on purposive sampling with the criterion of rural and urban in two kindergartens in the East Java Province, West Java Province, and Special Region of Jogjakarta. Following the qualitative approach with case study design, the total informants are 30 consisting of teachers, principals, parents, and kindergarten students. The results indicate that habituation of behavior is immersed at school and home. The process resulted in religious behavior, responsibility, discipline, independence, honesty, compassion, confidence, resilience, leadership, and introduced experience. The results infer that habituation is effective to establish good habits in children from an early age employing democratic parenting on the character education of children in school and at home.