<![CDATA[This study was motivated by the low ability of early childhood in Nurul Falah Masalembu Kindergarten, Sumenep in recognizing geometric shapes due to the application of conventional methods that are less interactive. The purpose of this study was to explore the effectiveness of constructive play as a fun learning approach in improving the ability to recognize geometric shapes in early childhood. The research method used was descriptive qualitative with a case study approach to 20 children through participatory observation, interviews with teachers, and documentation of play activities. The results showed that constructive play, such as the use of blocks and geometric boards, was able to improve children's ability to recognize, distinguish, and combine basic geometric shapes. Children also showed increased motivation, self-confidence, and active participation in the learning process. Teachers play an important role in designing contextual play activities and facilitating children's creative exploration. The implications of this study indicate that constructive play can be an effective and applicable alternative learning strategy, especially in the 3T region, by creating a more meaningful learning atmosphere and in accordance with the characteristics of early childhood development. Keywords: Constructive play; Geometry; Early childhood; Contextual learning; Learning motivation.]]>
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