<![CDATA[This study aims to describe the implementation of the Montessori method in developing the social-emotional development of children aged 1-4 years at Pijar Pesona Anak Day Care Kekalik, Mataram, including its impacts and supporting and inhibiting factors. This research used a descriptive qualitative approach. Data were obtained from the head of the institution, teachers, and 30 children through observation, interviews, and documentation. The data were analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing/verification. Data validity was tested through extended observation and triangulation. The results showed that the Montessori method was implemented through a prepared learning environment, concrete and sensory materials, the teacher’s role as a facilitator, independent and gradual learning, multilevel classes, and self-discipline habituation. This method positively affected children’s social-emotional development, as shown by improved cooperation, interaction, emotional expression, self-regulation, independence, responsibility, and learning according to developmental stages. Supporting factors included institutional support, an adjusted learning environment, and teachers’ roles. Inhibiting factors included limited Montessori materials, although approximately 90% had been fulfilled and the remaining limitations were addressed through alternative tools, unstable children’s emotions, and teachers’ understanding that still needed improvement through regular training. Therefore, the Montessori method can support early childhood social-emotional development optimally.]]>
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