<![CDATA[This study aims to analyze the implementation of the snakes and ladders game in stimulating the social-emotional development of children aged 4–5 years. This research employed a qualitative descriptive approach conducted at TK Aisyiyah Bustanul Athfal 2 Muncar involving 13 children and a classroom teacher as the main informant. Data were collected through participatory observation, semi-structured interviews, and documentation, and analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings indicate that the implementation of the snakes and ladders game contributed to improvements in certain aspects of social-emotional development, particularly emotional regulation and cooperation, as children began to accept losing and wait for their turns. However, the development of empathy remained limited, while communication and self-confidence tended to be stable. The effectiveness of the game was influenced by the complexity of rules, competitive elements, and the teacher's role in providing scaffolding. These findings imply that while the snakes and ladders game can serve as an alternative learning medium, its design and implementation need to be adjusted to align with children's developmental characteristics to optimize social-emotional outcomes.]]>
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