<![CDATA[ Penelitian ini bertujuan untuk mendeskripsikan perkembangan anak usia dini berdasarkan hasil observasi terstruktur pada kegiatan pembelajaran di Taman Kanak-Kanak. Fokus penelitian mencakup perkembangan nilai agama dan moral, motorik kasar dan halus, kognitif, bahasa, sosial-emosional, dan seni. Metode penelitian menggunakan pendekatan kualitatif dengan teknik observasi partisipan dan non-partisipan, diperkuat dengan catatan anekdot dan instrumen checklist perkembangan. Subjek penelitian adalah satu anak usia 5 tahun yang dipilih secara purposif berdasarkan kesesuaian kriteria. Hasil penelitian menunjukkan bahwa perkembangan anak berada pada kategori Berkembang Sesuai Harapan (BSH) hingga Berkembang Sangat Baik (BSB). Aspek kognitif dan bahasa tampak lebih menonjol daripada aspek sosial-emosional dan motorik halus. Temuan ini memperkuat pandangan Piaget bahwa anak usia dini belajar melalui eksplorasi langsung, serta mendukung teori Vygotsky mengenai pentingnya interaksi sosial dalam perkembangan anak. Penelitian ini menyimpulkan bahwa respons guru, lingkungan bermain yang terstruktur, dan stimulasi konsisten memiliki pengaruh signifikan terhadap perkembangan anak usia dini. Penelitian ini merekomendasikan stimulasi lanjutan pada aspek sosial-emosional dan motorik halus melalui kegiatan berbasis bermain terarah serta kerja sama antara guru dan orang tua. Kata kunci: perkembangan anak, observasi, PAUD, pembelajaran, stimulasi Abstract This study aims to describe early childhood development based on structured observation during learning activities at a kindergarten setting. The focus of the research includes the development of religious and moral values, gross and fine motor skills, cognitive ability, language development, social-emotional skills, and artistic expression. The research method employs a qualitative approach using participant and non-participant observation techniques, complemented with anecdotal records and developmental checklists. The research subject was one five-year-old child selected through purposive sampling based on relevant criteria. The results indicate that the child’s development falls within the categories of “Developing as Expected” (DAE) to “Very Well Developed” (VWD). Cognitive and language development were more advanced compared to social-emotional and fine motor aspects. These findings support Piaget’s view that children learn through direct exploration and Vygotsky’s theory emphasizing the role of social interaction in child development. The study concludes that teacher responsiveness, structured play environments, and consistent stimulation significantly influence early childhood development. Recommendations include strengthening fine motor and social-emotional development through guided play activities and improved collaboration between educators and parents. Keywords: child development, observation, early childhood, learning, stimulation]]>
