This study was motivated by the importance of introducing number concepts to young children through activities that are enjoyable and aligned with children’s learning characteristics. The study aims to describe the implementation, as well as the strengths and weaknesses, of using educational games to introduce number concepts to 4–5-year-old children at RA Ma’unah Sari, using a qualitative case study approach. Data were collected through observation, interviews, and documentation with informants including the school principal, teachers of classes A1 and A2, and children aged 4–5 years. The results indicate that the use of educational games was implemented through various play-based activities using concrete objects such as bottle cap sorting, dice puzzles, and number card clapping games, which made the children more active, enthusiastic, and engaged in learning. Children were able to recognize number symbols, count objects, arrange numbers in sequence, and match the number of objects with number symbols through interactive and enjoyable play activities. However, the implementation of educational games still faces several challenges, such as children’s easily distracted attention, differences in each child’s abilities, and a lack of consistency in implementation due to changes in teaching staff.

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