<![CDATA[Abstract. This study aims to explore the implementation of rewards and praise in developing the emotional intelligence of children aged 4–5 years at TK Bina Nusantara. A descriptive qualitative approach was used in this research. Data were collected through observation, interviews, and documentation involving classroom teachers, the school principal, and students. The findings indicate that the practice of giving rewards and praise is carried out consistently as a strategy of positive reinforcement in learning. Praise is given spontaneously using simple phrases such as “great job,” “well done,” or “good child,” while rewards take the form ofstickers, stars, high-fives, and small weekly gifts. This implementation has been shown to help children recognize and manage their emotions, increase self-confidence, foster learning motivation, and strengthen empathy and social skills. Supporting factors include the positive responses from children, teacher collaboration, and school support. Inhibiting factors include time constraints, teacher consistency, and the potential for jealousy among children. Therefore, this study concludes that a well-planned and appropriate strategy of giving rewards and praise can be an effective method for developing emotional intelligence in early childhood. Abstrak. Penelitian ini bertujuan untuk mengetahui implementasi pemberian reward dan pujian dalam mengembangkan kecerdasan emosional anak usia 4–5 tahun di TK Bina Nusantara. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi yang melibatkan guru kelas, kepala sekolah, serta anak didik. Hasil penelitian menunjukkan bahwa pelaksanaan pemberian reward dan pujian dilakukan secara konsisten sebagai strategi pembelajaran berbasis penguatan positif. Pujian diberikan secara spontan melalui kata-kata sederhana, seperti “hebat”, “bagus sekali”, atau “anak sholeh”, sedangkan reward diberikan dalam bentuk stiker, bintang, high five, maupun hadiah kecil mingguan. Implementasi ini terbukti membantu anak mengenali dan mengelola emosi, meningkatkan rasa percaya diri, menumbuhkan motivasi belajar, serta memperkuat empati dan keterampilan sosial. Faktor pendukung meliputi respon positif anak, kerjasama guru, serta dukungan sekolah. Adapun faktor penghambat antara lain keterbatasan waktu, konsistensi guru, dan potensi munculnya rasa iri antar anak. Dengan demikian, penelitian ini menyimpulkan bahwa strategi pemberian reward dan pujian secara terencana dan tepat dapat menjadi metode efektif dalam mengembangkan kecerdasan emosional anak usia dini.]]>
