<![CDATA[Fire disaster mitigation education for early childhood needs to be introduced from an early age so that children can develop basic knowledge about the dangers of fire and appropriate actions to take in emergency situations. The delivery of mitigation materials should be adapted to children’s characteristics through concrete activities that involve direct experiences. This study aims to analyze the implementation of fire disaster mitigation learning through the simulated role-play method for early childhood at TK Muslimat NU 200 Kureksari. This study employed a qualitative approach with a descriptive research design. The research subjects consisted of 18 children in Group A, aged 4–5 years. In this study, the researcher acted as both the teacher and researcher, while the classroom teacher assisted in accompanying the children throughout the activities. Data were collected through observation and documentation. The data were analyzed through three stages: data reduction, data presentation, and conclusion drawing. The results showed that the implementation of fire disaster mitigation learning through the simulated role-play method consisted of four main stages: introducing the dangers of fire, demonstrating appropriate safety actions, conducting a simulation of rolling away from the fire, and evaluating the activity. During the simulation, the children demonstrated enthusiasm, confidence, and active participation in following the instructions. The study concludes that the simulated role-play method provides children with concrete learning experiences, develops gross motor skills and concentration, and is appropriate as an alternative method for teaching fire disaster mitigation in early childhood.]]>
