Analysis of the Implementation of Numeracy Learning through Games in Islamic Children Aged 5-6 Years Al Fikh Orchard Preschool Kuala Lumpur

Abstract

Numeracy skills represent a crucial aspect of cognitive development in early childhood, serving as a foundation for building logical thinking and problem-solving abilities. This study aims to analyze the implementation of numeracy instruction through games for children aged 5–6 years within the International Teaching Assistance Program at Islamic Preschool Al Fikh Orchard, Kuala Lumpur. A literature review method was employed, examining various scientific journals, books, and relevant sources regarding early childhood numeracy instruction and linking them to the implementation of learning activities within the teaching assistance program. The findings indicate that using games as a learning medium fosters an active, enjoyable, and meaningful learning environment; it also supports the development of skills such as number recognition, basic counting, classifying, comparing, and logical thinking, all in alignment with the children's developmental stages. Furthermore, the International Teaching Assistance Program facilitates a collaborative learning experience between teachers and university students in devising creative and innovative instructional strategies. Thus, implementing numeracy instruction through games serves as an effective alternative strategy for developing early childhood numeracy skills and promoting child-centered learning.