<![CDATA[The quality of early childhood learning is strongly influenced by how teachers organize physical space, learning materials, routines, and social interactions in the classroom. This study analyzes classroom-environment management strategies that support active learning across ten early childhood education institutions in Abung Tinggi District, North Lampung, during August 2026. A qualitative multi-site approach was employed through structured observation, semi-structured interviews, and documentation, followed by cross-site thematic analysis focusing on spatial flexibility, accessibility of learning materials, transition routines, teacher-child interaction, and opportunities for child choice and collaboration. The findings show that effective classroom-environment management is not primarily determined by the completeness of facilities, but by the ability of teachers and institutions to integrate physical and pedagogical dimensions. Flexible spatial arrangements supported movement and group activities, accessible materials encouraged independence and exploration, while predictable routines reduced transition difficulties and supported self-regulation. Responsive teacher facilitation through scaffolding, open-ended questioning, and guided interaction further strengthened children’s engagement. The study also found that low-cost and locally available materials could be effectively utilized to support active learning. These findings indicate that classroom management in early childhood education should integrate physical, social, and instructional dimensions within a context-sensitive and adaptive learning environment.]]>
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