<![CDATA[Abstract This article describes how the arts were implemented within Science, Technology, Engineering, Arts, and Mathematics (STEAM) learning among 22 Group B1 children at RA Ulumul Qur'an Al Madani, Banjarbaru. A qualitative descriptive field design was employed. Data were generated through four classroom observations, semi-structured interviews with two classroom teachers and the principal, and learning documents. Analysis proceeded cyclically through data condensation, coding, display, and verification; credibility was strengthened through source, method, and time triangulation. Four groups of learning activities were identified: occupation and buying–selling role-play; fisherman-themed coloring, cutting, and pasting; center activities involving blocks, playdough, dakon, and calligraphy; and moon drawing, beading, stone-letter construction, and congklak. These groups summarize observed arts activities in lessons identified by the school as STEAM, rather than measured developmental outcomes. They were examined to trace connections between the arts and other STEAM domains. The arts operated as media for expression, representation, construction, and communication, creating opportunities for tool use, design, patterns, number concepts, language, cooperation, and fine-motor coordination. Nevertheless, STEAM integration was inconsistent because science, technology, engineering, and mathematics frequently remained implicit possibilities rather than intentionally elicited inquiry processes. The findings inform a recommendation to strengthen teacher scaffolding that connects artistic processes with observation, open-ended questioning, designing, testing, revising, and children's explanations. Keywords: arts education, early childhood, integrated learning, scaffolding, STEAM]]>
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