<![CDATA[Abstract. This study aims to describe teachers efforts in stimulating the development of children aged 3–4 years in a nonformal early childhood education institution. A qualitative approach with a case study method was employed. Data were collected through observations, semi-structured interviews, and documentation involving one teacher as the main participant and parents as supporting informants. Data were analyzed using the Miles, Huberman, and Saldaña interactive model, including data condensation, data display, and conclusion drawing. The findings revealed that teachers planned learning activities flexibly according to children's developmental needs, learning themes, and institutional conditions despite the absence of formal lesson plans. Learning implementation emphasized play-based activities, including storytelling, singing, coloring, pasting, role-playing, and educational games that actively engaged children. These activities stimulated religious and moral values, language, cognitive, physical-motor, and social-emotional development in an integrated manner. Teachers also applied scaffolding, positive reinforcement, and responsive interactions to encourage children's participation and independence. The study concludes that teachers creativity and flexible learning strategies play a crucial role in optimizing children's development despite limitations in facilities, learning time, and instructional administration in nonformal early childhood education institutions. Abstrak. Penelitian ini bertujuan untuk mendeskripsikan upaya guru dalam menstimulasi perkembangan anak usia 3–4 tahun di lembaga pendidikan nonformal. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus. Data dikumpulkan melalui observasi, wawancara semi terstruktur, dan dokumentasi dengan melibatkan satu orang guru sebagai subjek utama serta orang tua sebagai informan pendukung. Analisis data menggunakan model Miles, Huberman, dan Saldaña yang meliputi kondensasi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru merencanakan pembelajaran secara fleksibel sesuai dengan kebutuhan perkembangan anak, tema pembelajaran, dan kondisi lembaga meskipun belum menggunakan perangkat pembelajaran tertulis secara lengkap. Pelaksanaan pembelajaran dilakukan melalui kegiatan bermain, seperti bercerita, bernyanyi, mewarnai, menempel, bermain peran, dan permainan edukatif yang mampu menstimulasi aspek nilai agama dan moral, bahasa, kognitif, fisik motorik, serta sosial emosional secara terpadu. Guru juga menerapkan scaffolding, penguatan positif, dan interaksi yang responsif untuk meningkatkan partisipasi serta kemandirian anak. Dengan demikian, kreativitas guru dan pembelajaran yang fleksibel menjadi faktor penting dalam mengoptimalkan stimulasi perkembangan anak di lembaga pendidikan nonformal.]]>
