<![CDATA[This study aims to describe the construction of visual–spatial intelligence in early childhood through block play–based learning at Nurul Huda Yapis Kindergarten Arso II, Keerom Regency, Papua. The research employed a descriptive qualitative approach with a field study design based on classroom observation to understand pedagogical practices within an authentic learning context. The study was conducted in July of the 2025/2026 academic year, involving 21 children aged 4–6 years and one block-center teacher as participants. Data were collected through participatory observation, semi-structured interviews, and documentation during block center activities. Data analysis followed the interactive model of Miles, Huberman, and Saldaña, which includes data reduction, data display, and conclusion drawing. The analysis process was carried out systematically through stages of open coding, thematic categorization, and meaning interpretation with source triangulation. The findings indicate that the construction of visual–spatial intelligence emerges through an integrative pedagogical model that includes lesson planning, the implementation of center-based constructive activities, and continuous authentic assessment. Children demonstrated development in spatial visualization, pattern recognition, mental rotation, and social collaboration during constructive play activities. Social interaction and teacher scaffolding played a crucial role in supporting the construction of spatial knowledge through manipulative experiences and spatial exploration within the early childhood learning context.]]>
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