Vol. 7, Issue 2, Part G (2025)

This paper presents a systematic overview of studies on building happy preschools using a child-centered approach, synthesizing results from 31 scientific works published in reputable journals with DOI indexes and indexed in Scopus or Web of Science from 2015 to 2025. The goal of the study is to identify research trends, core conceptual structures, and the relationships between factors that form a happy, child-centered school environment in preschool education. The analysis results show that the number of studies on school happiness and child welfare has increased sharply after 2020, associated with the development of trends such as Socio-Emotional Education (SEL), mindfulness education, and positive education. Five main thematic groups are identified, including: (1) child happiness and welfare in early learning environments; (2) occupational welfare and emotional support of teachers; (3) child-centered pedagogical practices, Reggio Emilia oriented; (4) quality of the educational environment and assessment system (ECERS/CLASS); and (5) coordination between family and community in building a happy school culture. Research results confirm that a happy preschool is not just a safe physical space but a socio-psychological ecosystem where interaction between teachers, children, families and policies contributes to determining the emotional, cognitive and moral development of children. However, challenges remain in integrating socio-emotional education into the curriculum, ensuring pedagogical autonomy, and establishing comprehensive assessment tools for children's well-being. Based on a synthesis of international trends and the Vietnamese context, this paper proposes a theoretical framework for a "Happy, Child-Centered Preschool", based on the principles of respect, empathy, participation, and holistic development, creating a theoretical and practical foundation for policy planning and innovation in preschool education in the current period.