Classroom Management For Kindergarten Children: EFL Teacher’s Perspectives

Abstract

This study aims to explore how kindergarten English teachers manage their English subject classes in an EFL context to create an effective and engaging learning environment. This study focuses on identifying the strategies implemented by teachers to maintain a positive classroom atmosphere for young learners. A descriptive qualitative was employed in this study. The participants were two kindergarten English teachers from different schools: one from an international school in Yogyakarta and the other from a private Islamic kindergarten in Bandung and the study explored how these different institutional backgrounds shaped their classroom management practices. The data were collected through semi-structured interviews, allowing participants to share their experiences, classroom routines, and personal reflections in depth. The collected data were analyzed using thematic analysis to identify emerging themes related to classroom management. The findings revealed that both teachers emphasized clear rules, consistent routines, and positive teacher–student relationships as the foundation of effective classroom management. They also employed creative strategies such as songs, games, and group work to maintain engagement. In conclusion, successful classroom management in EFL kindergarten settings involves not only discipline and structure but also warmth, creativity, and emotional connection between teachers and students.