PETALING JAYA: Children must possess school-readiness skills to avoid challenges in reading, writing, and mathematics throughout their schooling, say experts and stakeholders.
Taylor’s University Centre for Future Learning Curriculum Innovation and Development director Assoc Prof Dr Lydia Foong Yoke Yean said to achieve this, early childhood care and education must focus on quality.
“Many studies have indicated that a well-trained and professional workforce with a sound knowledge of the policies and professional skills in early childcare and education is more capable of making informed decisions about quality and developmentally-appropriate practices in the best interests of the children,” she said.
Foong said the government’s effort to reduce socioeconomic disparities by widening access to preschools must also ensure that the expanded coverage does not compromise on quality.
Early Childhood Care and Education Council Malaysia founding president Datuk Dr Chiam Heng Keng said preschool education should be compulsory, but the quality must also be good.
“Preschool education should be compulsory for children to acquire school-readiness skills. It has to be of quality if young children are to have the skills needed.
“School readiness is of great necessity if children are to stay on and complete their schooling,” she said.
Arus Academy co-founder Alina Amir said school-readiness skills must be communicated well, not only to teachers, but also to parents, to help build a supportive environment for children’s growth and progress.
“As we look into preschool education, access must be there and at the same time, parents must be encouraged and educated to make that decision to enrol their children,” she said.
The Education Ministry, in a statement yesterday, said preschool classes will be expanded throughout its educational institutions as among its various initiatives to reform national education.
“The expansion of preschool classes ensures that the issue of student dropout can be addressed from an early stage,” it said.
The ministry’s response came following the recent release of the World Bank Malaysia Economic Monitor (MEM) report entitled Bending Bamboo Shoots: Strengthening Foundational Skills regarding the country’s education system.
According to the report, about 24% of Malaysian children entering primary school still lack school-readiness skills.
“By the end of Grade Five, 42% of students cannot read a grade-appropriate paragraph with comprehension.
“By the age of 15, Malaysian students lag behind aspirational peers in reading, mathematics, and science as measured by international assessments,” it said.
Teach For Malaysia chief executive officer Chan Soon Seng said the ministry’s plan to expand preschool classes will “definitely be helpful”.
“However, more needs to be done to address the quality of preschool education, especially outside of Education Ministry-run preschools, where teachers may not be as well trained,” he said.
Association of Toy Libraries Malaysia honorary president Datin PH Wong said quality early childhood care and education starts from the time children are born and not at preschool age.
“It’s not preschool that we should be focusing on, it’s way before that, when children are under the age of four, in childcare centres (taska) or at home,” she said.
Wong said the best investment a country can make is enabling high-quality childcare, where children have the best start in nutrition, health and early stimulation; and an enabling and child-friendly environment that fosters vital social interactions, positive emotional development and intrinsic values and behaviours.
“What is built in the early years from birth to age three are the bricks that will lay strong foundations for every child regardless of where they are,” she added.
Besides restructuring the preschool system, the ministry said its initiatives to reform national education include introducing the 2027 School Curriculum and implementing curriculum interventions to address the dropout rate.
“The main points mentioned in the World Bank report, such as the quality and access of preschool education, student competency and the development of teacher professionalism, are areas of focus for the ministry,” it said.
It also said it is committed to ensuring that there is successful reform of national education, adding that it is an ongoing effort that requires the commitment, cooperation and support of all parties.
