<![CDATA[This study aims to describe how handicraft-based activities are implemented to stimulate young children’s logical-mathematical abilities, the strategies used by teachers to support children who experience learning difficulties, and the factors that support or hinder implementation. The study used a descriptive qualitative approach at TK Bina Kasih, Langgikima District, North Konawe Regency, Southeast Sulawesi, Indonesia. Data were obtained from interviews with the school principal and teachers, together with relevant learning documents and records of children’s activities. Data were analyzed through data condensation, data display, and conclusion drawing and verification, while credibility was examined through source and technique triangulation. The findings describe the use of number boards and number-lotto activities to introduce number symbols and number sequences, supported by demonstrations, repetition, songs, storytelling, and individual guidance. The principal and teacher accounts suggest that these activities encouraged children’s participation; however, children’s abilities were not uniform and some continued to require support. Reported supporting factors included engaging media, teacher creativity, and play-based learning, while challenges included differences in children’s initial abilities, inconsistent attention, and limited continuity between school and home learning. The study indicates that handicraft-based activities may provide a contextual option for early mathematics learning when planned around clear learning objectives and children’s developmental needs. Because the study is descriptive and qualitative, the findings are interpreted as contextual accounts rather than evidence of a measured causal effect.]]>
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