This study aims to present a direction of early childhood happiness education and provide basic information for developing an early childhood happiness education program by examining the perception of teachers and direction of children's happiness and happiness education. The research subjects are 320 people consisting of directors & assistant directors of public & private kindergartens and nurseries in Seoul and Gyeonggi regions and age 3-5 nuri curriculum teachers. As for research method, survey questionnaires were distributed that consisted of three areas of operational direction of education namely, perception on children's happiness, compositional direction of early childhood happiness education and operational direction of early childhood happiness education. Using SPSS Win 22.0 program, collected questionnaires were analyzed to calculate frequency, percentage, mean and standard deviation and multiple response analysis was conducted for some of the multiple response questions. The research result revealed that first, factors related to self-esteem, parental relationship and peer relationship must be included for children's happy living. Second, having positive mind, forming self-esteem, having grateful mind, being considerate and respecting others, cultivating confident and active attitude, activities intended for healthy living that can be actively participated by children and activities that can be conducted in connection with play curriculum and nature experiencing activities can become effective activities in regards to contents of early childhood happiness education. Third, evaluation of educational program requires evaluations on not only children but also program and teachers, and evaluations based on teachers' observation or children's results are appropriate. Fourth, early childhood happiness education should be periodically implemented throughout the year to allow its implementation combining with living themes of curriculum, and 30-40 minutes of implementation time were found to be appropriate.