Abstract
Numeracy skills are one of the essential cognitive skills important for early childhood development. These skills not only influence a child's readiness for school but also play a significant role in mathematics learning at higher educational levels. However, many young children have not yet mastered numeracy effectively. Therefore, this study aims to explore early numeracy skills in children aged 5–6 years in the context of Kindergarten learning, as well as the teaching strategies implemented by teachers. This study uses a descriptive qualitative approach with 28 children as subjects from a Kindergarten in Kerinci Regency. Data were collected through observation, interviews, and documentation, and. The validity of the data was tested through source and technique triangulation. The results show that children's numeracy skills are still developing, and they face difficulties in recognizing numbers, linking numbers to quantities, comparing quantities, and performing simple addition and subtraction. Additionally, the teaching practices applied by teachers are still traditional and monotonous, such as repeatedly copying numbers, which does not align with the children's cognitive developmental stage. This non-contextual approach to learning poses a risk of reducing children's motivation to learn and may lead to academic stress. The study suggests the importance of using approaches based on concrete experiences and play to support more effective and enjoyable numeracy development for young children.