<![CDATA[This study aims to describe teacher motivational scaffolding strategies in stimulating early childhood multiliteracy at RA Al Ikhlas, Takalar Regency. The research employs a descriptive qualitative approach with research subjects comprising the school principal, class B teachers, and students. Data collection techniques were conducted through observation, interviews, and documentation. Data analysis utilized the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The findings reveal that teachers have implemented motivational scaffolding strategies in daily learning activities, although these have not been formally documented in school policies. These strategies are manifested through the provision of prompting questions, positive reinforcement, gradual assistance, emotional support, and exploratory support. The implementation of motivational scaffolding strategies occurs during the opening, core, and closing phases of learning, integrating various aspects of multiliteracy, namely literacy, numeracy, science, digital, financial, and cultural and civic literacy. Interview and observation results indicate that these strategies effectively enhance children's engagement, self-confidence, and motivation in participating in learning activities. Children appeared more active in asking questions, expressing opinions, recognizing symbols, counting, exploring the environment, using simple digital media, understanding the concept of saving, and demonstrating cooperative attitudes and appreciation for local culture. Thus, motivational scaffolding strategies represent a learning approach that can meaningfully support early childhood multiliteracy stimulation.]]>
