https://doi.org/10.32478/b7ab6548
This study uses a qualitative approach with an intrinsic case study design to examine how the holistic well-being learning model was developed and implemented to improve the mental well-being of early childhood children at MI Nurul Mun'im. After collecting data through participant observation, documentation, and semi-structured interviews, the Miles and Huberman interactive model was used to analyze it. The results show that the holistic well-being learning model combines cognitive, social-emotional, spiritual, and physical aspects in learning planning and practice. It is evident that a dialogic approach, warm teacher-child relationships, and reflective activities such as morning circles and role-playing improve children's emotional regulation, empathy, and self-confidence. Changes in classroom interactions that are more inclusive and supportive also indicate a shift in learning culture from an instructional pattern to a humanistic approach. The results indicate that mental well-being is the foundation of the early childhood learning process and not an additional component. This model helps teachers create integrated learning that focuses on the balance of children's development and psychological health in a sustainable manner.
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