<![CDATA[This study was motivated by the varied and generally low social-emotional abilities of Group B children at RA At-Taufiq, including limited cooperation, emotional self-control, self-confidence, rule compliance, and empathy toward peers. This condition highlighted the need for a learning method capable of optimally stimulating children's social-emotional development, one of which is storytelling. This study aimed to describe the implementation of the storytelling method in enhancing the social-emotional development of Group B children and to identify the supporting and inhibiting factors involved. A descriptive qualitative approach was used, with data collected through observation, interviews, and documentation, then analyzed through data reduction, data display, and conclusion drawing. The results showed that storytelling, implemented through preparation, execution, and evaluation stages, improved children's empathy, rule compliance, self-confidence, and emotional self-control. Supporting factors included teachers' storytelling skills and the use of engaging media, while inhibiting factors included differences in children's characteristics and limited media availability. It is concluded that the storytelling method is effective in developing the social-emotional abilities of early childhood. ]]>
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