<![CDATA[Traditional outdoor games offer opportunities for young children to negotiate social relationships, shared rules, and emotional challenges during play. This study examines how social-emotional learning is expressed through observable interactions in traditional outdoor games at Al-Amanah Podosugih Kindergarten, Pekalongan City, Indonesia. Using a qualitative single-case design, the research focused on 18 children aged four to five in the A2 class. Data were collected during two observation sessions on November 24 and December 4, 2025, supplemented by semi-structured interviews with two teachers and the principal, activity records, and photographs. Interactional episodes were coded and grouped into empirical themes, with source and methodological triangulation supporting interpretation. Bandura’s social learning concepts were applied after thematic development, not used as predetermined coding categories. During engklek and Cublak-Cublak Suweng, children observed peers and teachers, followed or negotiated game rules, waited for turns, offered assistance, and responded differently to success, disappointment, and frustration. Teacher demonstrations, reminders, and praise accompanied these interactions, while some children continued to hesitate or required repeated guidance. Sequences of observation and subsequent participation were consistent with modeling and imitation, although direct instruction, classroom routines, and prior game familiarity were also plausible influences. Persistence and responses to challenges were considered relevant to self-efficacy but did not establish changes in children's subjective beliefs. The findings provide a context-specific account of social learning processes rather than evidence that traditional games cause developmental improvement. They highlight the importance of attending to peer interaction, shared rules, and teacher guidance in early childhood when interpreting play-based social-emotional experiences.]]>
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