Introduction

Character education, especially emphasizing discipline, has recently emerged as a primary focus in early childhood education research(Magfiroh et al., 2019). Discipline is a crucial trait that fosters success and progress throughout an individual's life. Nevertheless, current studies suggest that gaps persist regarding the best approaches and strategies for instilling discipline in young children(Morrison, 2016)(Sutarti, 2018)(Suyanto, 2012).

Research by Ayub (2022) and Anggraeni et al. (2021) explores the relationship between parenting styles and habitual methods in shaping young children's disciplined behaviors. Ayub (2022) discovered that parenting practices that rely on strict supervision, clear rule-setting, and consistent consequence enforcement contribute significantly to a child's discipline. Interestingly, factors such as the age and gender of the parents do not have an impact. Conversely, Anggraeni et al. (2021) detail how teachers at RA Daarul Falaah Tasikmalaya use daily habits, like greeting, saying phrases of gratitude, and regular practices such as reciting prayers, play a vital role in instilling discipline and responsibility in children. However, challenges are present in this process, necessitating improvements. This aligns with Fakhruddin's (2019) findings that implementing strategies to foster discipline in young children still requires enhancement within the Indonesian educational context. Ayub (2022) further underscores the need for additional research in this domain, given the discipline's significant, positive contributions to child development.

Susanto’s (2017) article shows a notable absence of studies discussing the habituation process of disciplinary values in children, especially within national character development. While the importance of shaping character in children through instilling values and good behaviors is acknowledged, there remains a deficiency in understanding how to effectively execute this discipline habituation in educational institutions, particularly kindergartens. In-depth and comprehensive research on effective methods and strategies for cultivating discipline in children could offer valuable insights into character education development. Discipline, as defined by Vitaloka (2021). is a form of obedience to rules. In the context of early childhood, one manifestation of discipline is obeying leaders. A child's discipline can also be observed from their sense of responsibility and punctuality(Ayub, 2022).

On the other hand, instilling discipline in young children often faces challenges. Every child has a unique background, developmental stage, and personality, which means what works for one child may not be effective for another. Hence, educators must identify the most suitable methods and approaches for each child. Implanting disciplined character is no easy feat, but initiating this from an early age is vital. Such early discipline paves the way for positive habits and self-actualization as they grow into adults(Morrison, 2016). Sutarti (2018) posits that integrating character education into daily learning can effectively shape commendable character traits in students. Hurlock’s book on child development highlights the profound impact of discipline on children's behavior, attitude, temperament, and habits. For instance, character education has significantly enhanced children's self-confidence, social skills, honesty, and cooperation.

Character education helps cultivate positive traits such as discipline, responsibility, independence, and tolerance among children. Hence, it is evident that character education plays a pivotal role in molding commendable character and personality in students(Magfiroh et al., 2019). The desired outcome can be achieved if educators emphasize foundational values in character education: honesty, responsibility, discipline, critical thinking, compassion, and sincerity during the learning process(Sudiyono, 2012).

A teacher's role is paramount for children in character education, mainly cultivating discipline. Every move a teacher makes serves as a reflection and source of inspiration for students(Fakhruddin, 2019). Consequently, the instillation of character values in early childhood is essential, undertaken by educators and parents, to accustom children to daily discipline. Encouragement and habitual practices fostered by teachers and parents can shape a child's disciplined behavior from a young age. During the COVID-19 pandemic, character-building strategies were implemented through habitual methods, executed with systematic activities such as program planning, monitoring, evaluation, and harmonizing school-devised strategies with long-distance learning character development programs(Firmansyah, 2021).

The importance of discipline in early childhood is ever-increasing, given the potential negative impacts of its absence. Children lacking discipline tend to be less independent, struggle with emotional regulation, and face challenges adapting to their environments(Khaironi, 2017). Moreover, undisciplined children often exhibit behaviors that do not conform to rules and find it. They have encountered various challenges throughout their journey, challenging to accept criticisms or suggestions(Riyanti, 2021). Therefore, it is crucial to research how to instill and cultivate discipline in early childhood and explore how educators or parents can aid children in building sound discipline. This research could shed new light on the development of discipline in young children and potentially enhance early childhood education quality.

Group B1 RA Arif Rahman Hakim in Yogyakarta represents one of the early childhood educational institutions dedicated to nurturing Indonesia's future generations through quality education. One of their pledges is to assist children in cultivating sound discipline. They have encountered various challenges throughout their journey in the discipline habituation process. This study explores and documents their experiences and approaches in this endeavor, aiming to understand, challenge, and accept their obstacles and strategies to overcome them. Early childhood institutions like RA Arif Rahman Hakim also play an essential role in shaping children's character and discipline by integrating daily good habits and discipline into their learning programs. Their teachers employ diverse methods in their character-building endeavors. RA Arif Rahman Hakim has implemented various programs to shape children's character and discipline, which are integrated into