<![CDATA[This study aims to analyze the integration of the Glück (happiness) concept into the curriculum of TK Ngesti Putra, Borang Village, Arjosari, as a strategy to strengthen the mental health and well-being of early childhood learners. The concept of Glückspädagogik, which has developed in Germany, emphasizes the importance of happiness education as the foundation for shaping children’s character, resilience, and socio-emotional development. In the Indonesian context, the urgency of happiness-oriented education is increasingly significant due to the challenges faced by children in the digital era, including exposure to technology, changes in parenting patterns, and socio-cultural dynamics. This research employed a qualitative approach with a case study design. Data were collected through classroom observations, interviews with teachers and parents, and curriculum document analysis. The findings reveal that the integration of Glück within the curriculum of TK Ngesti Putra can be implemented through three main strategies: (1) strengthening spiritual, social, and emotional values in play and learning activities, (2) creating a joyful, safe, and supportive learning environment that allows children to express happiness, and (3) enhancing the role of teachers as facilitators of happiness through participatory and reflective teaching methods. These results indicate that the integration of Glück not only contributes to children’s mental health but also supports a holistic education approach aligned with local cultural values and the developmental needs of early childhood in Indonesia.]]>
