The development of early childhood social-emotional intelligence is an important aspect in the formation of character and social adaptability of children. This community service activity aims to enhance the understanding and competence of teachers and prospective PAUD educators through a national seminar that focuses on their strategic role in supporting children's social-emotional development. The implementation method is an interactive seminar involving expert speakers, group discussions, and practical case studies. The results of the activity showed a significant increase in participants' knowledge of the concept of social emotional intelligence, effective learning techniques, and strategies for managing children's emotions and positive social interactions. In addition, this seminar succeeded in encouraging teachers and prospective educators to apply a more empathetic and responsive learning approach to the emotional needs of early childhood. This activity makes a significant contribution to strengthening the role of educators as primary facilitators in the development of children's social-emotional intelligence, which ultimately supports the creation of a conducive and inclusive learning environment.

Education is the right of all citizens, regardless of origin, economic situation or physical condition. In the national education system, according to Law Number 20 of 2003, comprehensive education is guaranteed without any discrimination in any form. This is the importance of applying inclusive education in Madrasah Ibtidaiyah without exception. This article aims to describe creative learning strategies in inclusive education, especially at the basic level that not only emphasize motor skills but also the ability to interact with the social environment. This article uses a literature review method (Literature Review) by collecting data and sources related to a particular topic which is obtained from various sources such as journals, research reports, books (to e-books) and other library sources. The results showed that the creative learning strategies carried out by teachers can increase the use of goals, learning materials, media, methods, assessments, and learning environment by students. Learning strategies that can be applied to basic ABK students include remedial, deductive, inductive, heuristic, explanatory teaching strategies, classical, collaborative, and behavior changes

The objective of this research is to find out the differences between Traditional Games and Learning results in the interpersonal intelligence of children 6-8 years old. The research used the experimental method with a 2x2 factorial design. The research findings are as follows, 1). Interpersonal intelligence Students group 6-8 years old who use traditional game goro are higher than student group who use traditional game tengge-tengge, 2). There is an interaction effect between traditional games and learning results toward interpersonal intelligence of children 6-8 years old, 3). Interpersonal intelligence Students group 6-8 years old who have high learning results which using traditional game goro are higher than using traditional tengge-tengge, 4). Interpersonal intelligence Students group 6-8 years old who have low learning results which using traditional game tengge-tengge are higher than using traditional goro.