Ecotheology-Based Early Childhood Learning Management

The integration of religious values and environmental awareness, which remains minimal in early childhood education, is a strategic issue that must be studied immediately. Current learning tends to focus on cognitive aspects and religious rituals, thereby failing to foster ecological awareness grounded in divine values (ecotheology). This study aims to examine the concept of ecotheology-based early childhood learning management. This study uses library research and content analysis to examine the literature on ecotheology-based early childhood learning management. Data collection techniques in this study were based on documentation studies, namely by reviewing written sources such as books, journals, and scientific works relevant to the research topic. The data obtained were then analyzed using content analysis techniques with reference to the content analysis model according to Wimmer and Dominick, through the stages of systematic grouping, interpretation, and drawing conclusions. The results of the study show that ecotheology-based learning management includes three main components, namely planning that integrates environmental themes and spiritual values ​​according to child development, implementation that emphasizes a contextual approach through direct experiences such as caring for plants and maintaining cleanliness as a form of strengthening faith values, and evaluation that is carried out holistically through observation, portfolios, and reflection. These findings produce a conceptual model of ecotheology-based learning management that emphasizes integrating aspects of faith and environmental concern as indicators of early childhood learning success.