<![CDATA[This study is motivated by the suboptimal social-emotional development of young children, as indicated by low self-confidence, difficulty in managing emotions, dependence on others, lack of responsibility, and limitations in obeying rules and social interaction. These conditions are influenced by the misalignment of stimulation provided in school and home environments, as well as the suboptimal collaboration between teachers and parents, particularly in communication that remains informal, incidental, and unstructured. This study aims to describe the implementation of collaboration between teachers and parents in supporting children's social-emotional development at Hamong Putra Playgroup, Central Lampung. The research employs a descriptive qualitative approach with field research type. Research subjects consist of teachers and parents selected through purposive sampling technique. Data collection techniques include observation, in-depth interviews, and documentation. The results show that teacher-parent collaboration is implemented through four stages: planning, communication, implementation, and evaluation. In the planning stage, teachers design thematic activities such as Market Day and involve parents in preparing children's needs. In the communication stage, interactions occur through WhatsApp and direct communication during pick-up times, though still limited. In the implementation stage, parents are involved in school activities, but their involvement remains passive and limited. In the evaluation stage, collaboration has not been conducted systematically and sustainably. The impact of these conditions is evident in the varied social-emotional development of children, where some children are able to interact well, while others still lack self-confidence, have difficulty controlling emotions, are not yet independent, and have not optimally adapted. The conclusion emphasizes the need for strengthened collaboration that is more structured, intensive, and sustainable to create alignment between school and home environments in supporting children's social-emotional development.]]>
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