<![CDATA[This study aims to analyze the application of Vygotsky’s sociocultural theory in Islamic early childhood education practices at RA Riyadlotul Ulum, Kunir, Dempet, Demak, focusing on the zone of proximal development, scaffolding, social interaction, language, play, and the internalization of Islamic values. The study employs a descriptive qualitative approach with a case study design. The data presented in this manuscript are simulated data developed from interview and observation guidelines designed for the context of RA Riyadlotul Ulum; therefore, their use for scientific publication must be validated through actual field data collection. The simulated informants consist of the head of the RA, two classroom teachers, and one teaching assistant, while observations focus on religious habituation, group play, Islamic role-playing, story-based literacy activities, and conflict resolution. Data analysis is conducted through data condensation, data display, and thematic conclusion drawing. The simulated findings indicate five main patterns: teachers as developmental mediators, the gradual provision of scaffolding, the utilization of peer interaction as a source of support, the use of language and dialogue as mediational tools, and the integration of Islamic values through play, modeling, habituation, and social problem-solving. These findings suggest that Islamic early childhood education can be understood as a sociocultural process in which children acquire knowledge, language, habits, and values through interactions with teachers, peers, families, and their cultural environment. This study concludes that Vygotsky’s sociocultural perspective provides a relevant framework for connecting active learning, socio-cognitive development, and Islamic values education in early childhood]]>
