<![CDATA[Spatial visual skills in childhood play an important role in the development of thinking skills, creativity, and spatial understanding, which form the basis for fields such as design, architecture, and visual arts. Lack of mastery of these skills can hinder children's cognitive development and problem-solving abilities. Therefore, this study aims to analyze differences in children's spatial abilities based on the application of collaborative and competitive learning methods, as well as to examine the influence of the interaction between constructive learning methods and play motivation on children's spatial abilities. This study uses a quantitative approach with an experimental design, involving 32 children from kindergarten who were selected using multistage random sampling. Data were collected through observation of constructive play activities, then analyzed using two-way ANOVA with the help of SPSS. The findings indicated that the constructive learning model played a significant role in children's spatial abilities. The children who learned using the collaborative model had better spatial abilities than those who learned using the competitive model. Furthermore, play motivation was not significantly different in terms of spatial abilities, but there was an interaction between play motivation and the learning method on spatial learning outcomes. It concluded by stating that collaborative learning works well in enhancing the visual-spatial skills of early childhood children. The implication is that kindergarten teachers need to design collaborative play activities and explore natural media to foster children's creativity, social cooperation, and spatial intelligence in an integrated manner.]]>
