<![CDATA[Gross motor skill development is a crucial component of early childhood growth that requires structured and continuous stimulation. This study aims to describe children’s gross motor abilities and to examine the instructional strategies employed by teachers to enhance motor development at TK Aisyiyah Bustanul Athfal Gonilan. The research adopted a qualitative method with a case study design, involving children aged 4–6 years and classroom teachers as participants. Data were collected through observation, in-depth interviews, and document analysis, and were analyzed using Miles and Huberman’s interactive model, which consists of data reduction, data display, and conclusion drawing. The findings indicate that children’s gross motor abilities fall into a good category. Most children are able to perform basic movements such as running, jumping, and kicking a ball with adequate fluency and coordination, although variations in ability were observed due to differences in maturation and stimulation. The strategies implemented by teachers include modeling, guided assistance, and repeated activities presented in the form of structured and consistent play. The play-based approach has been proven to enhance children’s coordination, balance, confidence, and courage. The study concludes that well-planned and child-centered learning strategies are effective in optimally supporting gross motor development in early childhood.]]>
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