<![CDATA[This study aims to analyze and describe the implementation of teacher strategies in developing social-emotional abilities of young children at RA Al Huda Tulung Balak. The urgency of this research is based on the importance of social-emotional development as a foundation for character formation, social adaptation abilities, and children's emotional control. Initial observation results showed that most children have achieved social-emotional development appropriate for their age, but several children still face challenges in managing emotions, demonstrating self-confidence, and interacting effectively with their social environment. This study employed a qualitative approach with a descriptive design. Research subjects included teachers and children aged 5-6 years. Data collection techniques included participatory observation, in-depth interviews, and documentation studies. Data analysis was conducted systematically through data reduction, data presentation, and conclusion drawing stages to obtain comprehensive understanding of learning strategy implementation. The results showed that the implementation of teacher strategies in developing children's social-emotional development is integrated into learning activities through positive behavior habituation, role-playing activities, group activities, storytelling methods, and teacher role modeling in daily interactions. Teachers also play a role in creating conducive, supportive, and responsive learning climates to children's emotional needs. Supporting factors include a supportive school environment and collaboration between teachers and parents, while inhibiting factors include diversity of children's characteristics, limited learning time, and family environment influences. Thus, it can be concluded that the implementation of teacher strategies at RA Al Huda Tulung Balak has been carried out systematically and contributes positively to children's social-emotional development.]]>
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