<![CDATA[This study aims to describe the teacher's strategies for developing number recognition skills through educational games among children aged 3–4 years at KB 01 Pategalan Jatibanteng, as well as to identify the supporting and inhibiting factors encountered during implementation. The study employs a qualitative approach with a descriptive design. The subjects are the class teacher and children aged 3–4 years, while the object of study is the teacher's strategy for developing number recognition skills via educational games. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman interactive model, comprising data collection, data reduction, data display, and conclusion drawing/verification. Data validity was ensured through source and technique triangulation. The results indicate that the teacher's strategies involved activity planning, the selection of educational games, the use of concrete objects, modeling, hands-on practice, repetition, guidance, and observational evaluation. The games utilized included number puzzles, a "feeding the cow" game based on numbers, and a numbered ice cream box activity. These activities provided concrete and enjoyable learning experiences, helping children recognize, name, point to, and sequence numbers, as well as associate numbers with quantities of objects. Supporting factors included teacher creativity, institutional support, the availability of simple materials, and the children's interest in the games; conversely, inhibiting factors included variations in children's abilities, short attention spans, limited media resources, and time constraints.]]>
