The Role of School Facilities Management, Learning Climate, and Discipline in Supporting Early Childhood Development

Abstract

This study aims to analyze the relationship among educational facility management, learning climate, and school discipline practices in supporting early childhood development at Baiturrahmah Kindergarten, West Jakarta. A descriptive qualitative design was employed through one month of participatory observation, with the researcher acting as both teacher and observer. Documentation was used to enrich observational data, including daily learning and administrative routines. The findings indicate that safe, comfortable, and child friendly facilities support learning and play; a positive learning climate is shaped by warm teacher and child interactions, play-based learning, and responsive support; while discipline is implemented through a humanistic, habituation based approach involving role modeling, guidance, and mentoring, including manual attendance tracking, Quranic learning, ablution, and dhuha prayer. The findings should be interpreted contextually because the study was conducted over one month in a single private kindergarten.