<![CDATA[This research seeks to provide a thorough account of how teachers and school institutions embed religious moderation and ecopreneurial character into early childhood settings through habituation rooted in local wisdom, while at the same time putting the LAE-ECE (Locally Anchored Ecopreneurship for Early Childhood Education) pedagogical model into practice and extending its scope to Marsudirini ECEs in Semarang, Indonesia. Using a qualitative descriptive design built around a multiperspective case study, the researchers collected primary data from thirty-one core informants, kindergarten teachers, principals, parents, environmental practitioners, and local education supervisors through extensive in-depth interviews, ongoing participatory classroom observation, and careful review of curriculum documents. This material was then processed with ATLAS.ti software for thematic coding, data condensation, and structured presentation. Anchored in Pierre Bourdieu's Theory of Practice, the results show that lasting character formation emerges from a tightly interwoven set of mechanisms: place-based lesson planning that draws on natural loose parts as a form of cultural capital, teacher mentoring paired with strong ecological literacy functioning as social capital, contextual role-play such as Eco-Market Day simulations, and steady daily socio-ecological routines. Even though the process encountered real structural barriers—parents' academic-orientation demands, socioeconomic pressure, and gaps in teachers' pedagogical training—implementation on the whole succeeded in nurturing children's socio-ecological awareness, creative independence, and moderate social character. In the end, this study contributes meaningfully to early childhood social studies by proposing a contextual and reproducible pedagogical model capable of strengthening lifelong environmental stewardship, preserving local wisdom, and instilling inclusive social values from an early age within contemporary educational institutions.]]>
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