This research titled, Classroom Management of Early Childhood Education and Pupils Outcomes: Basis For Child-Friendly Environment, explores the classroom management practices of kindergarten teachers and their influence on the learning outcomes of young learners. It aims to provide a foundation for establishing a more child-friendly and developmentally supportive classroom environment. The study focuses on four major aspects of classroom management—motivation, teaching methods, instruction, and evaluation—and assessed their relationship with pupils performance in fine motor, gross motor, expressive language, and social interaction skills. Using a descriptive-correlational research design, the study involves 86 Kindergarten parents from Doña Aurora Elementary School during the academic year 2024–2025. Data are collected through a validated researcher-made questionnaire, and statistical tools such as frequency, arithmetic mean and Pearson correlation are used to analyze the results. Findings indicate that parents had positive perceptions on the Kindergarten teachers classroom management practices, particularly in the areas of motivation and teaching methods. Parents also perceive that their children demonstrated strong developmental outcomes, especially in fine motor skills and social interaction. Importantly, the study finds a significant relationship between certain classroom management practices and pupils outcomes, highlighting the impact of teacher motivation techniques and instructional approaches on pupils overall development. The study concludes that a well-structured, engaging, and supportive classroom management significantly contributes to better learning outcomes in early childhood education. These findings can inform teaching practices and school policies aimed at enhancing early learners experiences and promoting a safe, inclusive, and effective learning environment.