With Teachers Day approaching, and in light of the Malaysia Education Blueprint 2026–2035 spotlighting early childhood education, it is timely to reflect on the role of educators in shaping learning experiences and nurturing the next generation.
Preschool is not merely a preparatory stage before “real schooling” begins. It is, in many ways, the very foundation upon which future learning is built.
When I conduct lectures on early childhood, I often encounter a familiar question: What is there to teach beyond ABCs and 123s? While the introduction of early literacy and numeracy is important, the true work of preschool is far more profound.
A high-quality preschool experience provides rich, responsive interactions that stimulate cognitive growth while nurturing social and emotional well-being. These are not merely soft skills. They are life skills, which will shape a child’s ability to thrive in formal schooling and beyond.
At the heart of every meaningful preschool experience stands a teacher. Far from being babysitters, they are trained professionals who carefully design learning environments and experiences, observe developmental milestones, scaffold children’s thinking and communicate closely with families.
Their role demands deep knowledge of child development, curriculum planning and inclusive practices, alongside patience, creativity and emotional intelligence. Most of all, it requires heart.
The recently revamped preschool curriculum shifts the focus from academic readiness to a more holistic and comprehensive approach of ensuring the overall well-being in our children.
With the new blueprint, preschool teachers are now expected not only to support social, emotional and physical development, but also to prepare children more intentionally for a smoother transition into formal schooling at an earlier age.
This requires greater professional judgement, balancing school readiness without over-academicising early childhood. For many educators, this is not a minor adjustment, but a fundamental shift in mindset and practice.
In urban areas, teachers may have access to better facilities, smaller class sizes and ongoing professional development opportunities.
In rural and under-resourced communities, many preschool teachers work with limited resources and minimal support, often wearing multiple hats beyond teaching.
As expectations rise, so too does the risk of widening existing gaps between regions, and between policy aspirations and classroom realities.
Along with having to implement a new curriculum, preschool teachers are navigating uncertainty, parental expectations and public scrutiny.
For many, especially those in under-resourced settings, this convergence of change can be overwhelming. Yet, the emotional and professional well-being of teachers is too often treated as an afterthought in policy implementation.
As a lecturer preparing future preschool teachers, I often ask myself: Are we equipping them not just to teach, but also to lead change?
Today’s preschool classrooms are increasingly diverse – culturally, linguistically and developmentally.
Training must also evolve with societal changes. Educators must be prepared to support children with varying needs, collaborate with multidisciplinary teams, and harness technology thoughtfully without compromising play-based learning.
If we as a nation are serious about strengthening the early childhood education industry, then supporting teachers must be central to the conversation.
Teachers must not merely be informed of changes; they must be meaningfully involved in shaping how those changes unfold through clear communication, phased implementation and genuine engagement.
When educators feel heard, respected and supported, they are far more likely to embrace changes with confidence rather than compliance.
As a society, we must shift our narrative.
Early childhood education is not optional enrichment but essential infrastructure. It should prompt collective reflection and recognise that early childhood education is a strategic investment rather than a peripheral service.
The success of the blueprint does not depend on policy documents, but on those implementing it.
As we look towards celebrating Teachers Day, perhaps it is time to look more closely at those who shape our earliest learners – the teachers who kneel to eye level, who listen to small stories with great seriousness, who recognise that a child’s question about the sky is the beginning of scientific inquiry. If preschool is truly the foundation of education, then preschool teachers are at the frontline of change.
Revati Ramakrishnan is a senior lecturer in the School of Education, Faculty of Social Sciences and Leisure Management at Taylor’s University. She also serves on the executive committee of the Early Childhood Care and Education Council Malaysia. Her research areas include special education, socio-economic status aspects and teacher training in early childhood education. The views expressed here are the writer’s own.
