<![CDATA[Early childhood education requires concrete and meaningful learning experiences to stimulate cognitive development, particularly in numeracy learning. However, learning practices still show limitations in the use of instructional media capable of integrating numeracy activities with an inclusive approach. This study aims to determine the extent to which the use of the “Magic Aquarium” educational teaching aid in numeracy learning based on an inclusive approach can stimulate early childhood cognitive abilities. The study employed a qualitative descriptive method through the direct implementation of learning media with children aged four to six years in a kindergarten setting. Data were collected through observation, documentation, and assessment of children’s developmental progress, and then analyzed through the stages of data reduction, data display, and conclusion drawing. The results indicate that the use of the media created more interactive and exploratory learning experiences, thereby increasing children’s engagement in learning activities. Children demonstrated development in observation skills, recognition of number symbols, independent counting of objects, and the ability to classify objects based on size and type. Learning activities also stimulated attention, classification, and simple problem-solving skills, while enabling all children to participate according to their abilities and learning styles, thus supporting inclusive learning practices. The findings indicate that the use of educational teaching aids based on concrete learning experiences is effective in stimulating early childhood cognitive and numeracy development. Therefore, the use of exploratory and multisensory learning media is recommended as a learning strategy to create more meaningful and inclusive numeracy learning experiences.]]>
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