No one can deny that early childhood education should give young children knowledge, develop their abilities and stimulate their positive emotions. I believe that this is not enough, and that early childhood education should also enable young children to feel happy, and I firmly believe that whether or not young children have achieved happiness is the most fundamental criterion for measuring the success or failure of early childhood education. Happiness is the fundamental pursuit of mankind, children in the process of life growth, in addition to physical growth and development, his spiritual growth. According to Montessori, “It is the child himself who draws materials from the world around him, and it is the child who creates the future man out of these materials.” For the child to be engaged in his own creative activity without any hindrance is the greatest happiness. Nowadays there are various biases in people’s view of happiness. Teachers, and especially parents, often equate happiness with the superiority of material living conditions and with the various conditions created by adults for children that adults consider to be very superior. It is undeniable that the improvement and enhancement of material living conditions does affect one aspect of happiness in life, but this is only an external aspect, and those who are materially rich do not necessarily feel true happiness. In terms of the deviation of happiness, it should also be noted that adults often mistake children’s “happiness” and “pleasantness” as happiness itself, and even pursue such “happiness” and “pleasantness” in their life activities. It is even possible to pursue such “happy” and “pleasant” effects in the activities of life. In the family can often hear parents cheap promises; in the kindergarten can often see the teacher should be one of the child’s own rights to play as a reward for young children’s learning, and often hear teachers ask children to “happy to say” “happy to sing”. In fact, the “smiles” that children put on their faces in response to such demands are short-lived and fleeting. It is not based on the child’s understanding of the content, and the child’s inner needs are not really involved. Some adults think that what they need, children must also need. In fact, children and adults are at different stages of the life course and they cannot have exactly the same needs. Is it possible that children should and can learn everything that adults should know? Teach the child what he can use when he is a child, and you can see that that is already enough to keep him busy. Why should he be told to seek that which he may not use for the rest of his life, and to neglect that which is sufficient for his present needs?