<![CDATA[This study aims to analyze the role of teachers' verbal scaffolding in stimulating communication skills of children aged 5-6 years at TK Ceruni. Communication skills are an important aspect of early childhood development that develops through consistent interaction with the surrounding environment. The study employed descriptive qualitative method with data collection techniques through observation, in-depth interviews, and documentation. The research subjects consisted of 11 children aged 5-6 years and 4 informants (principal and three teachers). The findings revealed that verbal scaffolding was applied consistently through five stages of language continuum: observe, wait and listen (OWL), non-direct statement, questioning, direct statement, and physical intervention. The implementation of verbal scaffolding was integrated into daily activities ranging from morning greetings, emotion labeling, play scaffolding, to recalling. The impact showed that children experienced a shift from nonverbal/passive responses to active verbal communication, increased sentence complexity (5-15 sentences), vocabulary enrichment, and the emergence of critical thinking and verbal negotiation skills. This study recommends consistency in implementing verbal scaffolding as an effective strategy for developing early childhood communication skills.]]>
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