<![CDATA[Deficiency of fine motor skills in early childhood remains a significant obstacle in building basic independence and early academic readiness. This study aims to evaluate the effectiveness and develop optimization strategies for the play-based Happy Morning program in intervening in fine motor development in early childhood. This study used a qualitative approach with a case study design. The research subjects consisted of 28 children in group B2 (aged 5–6 years) and the principal and class teachers as key informants. Data were collected through participatory observation of motor activities, in-depth semi-structured interviews, and documentation of children's work portfolios. Data analysis was carried out interactively through data reduction, data presentation, and concluding using multi-perspective triangulation techniques. The results showed that routine implementation of the program through practical life and art activities consistently resulted in significant and consistent improvements in graphomotor skills such as drawing and writing, which progressed from the moderate to very good category, as well as significant strengthening in the aspect of children's daily independence from the good to very good category. The conclusion of the study confirms that structured and sustainable play-based interventions are effective in bridging the psychomotor development gap and accelerating early childhood learning readiness. The implications of the research indicate that the integration of play-based fine motor activities into daily learning routines can be an adaptive pedagogical model that not only improves motor skills aspects, but also strengthens children's independence and early learning readiness holistically.]]>
