PETALING JAYA: Specialised and validated diagnostic tests for young children are harmless and will not put unnecessary strain on young children.
Such assessments, said Taylor’s University faculty of social sciences and leisure management registered clinical psychologist and senior lecturer Dr Sam Jeng Mun, are designed to be child-centred and aimed at understanding how a child experiences, regulates and expresses emotions, relates to others and copes with internal and external demands.
“Unlike general screening tools, this assessment provides an in-depth clinical formulation of a child’s emotional functioning within their developmental, family and educational context,” she said.
She said the assessment process is conducted by trained professionals and typically includes a clinical interview and a detailed developmental history inquiry.
“It also involves validated psychological assessments covering cognitive, emotional and behavioural functioning, as well as behavioural observation and a mental status examination,” she said, adding that these validated psychological assessments are usually norm-based.
“Young children often lack the language skills to articulate emotional distress.
“As a result, behaviours become their primary mode of communication.
“Early identification allows for timely and targeted intervention, preventing escalation into more entrenched difficulties,” she said.
She added that proper assessment also helps avoid mislabelling children as “difficult”, “lazy” or “non-compliant” when the underlying issue may be emotional.
“When done correctly, these assessments provide a clear foundation for individualised intervention plans, parent guidance, school accommodations, or therapy recommendations,” she said.
Ethan Chua, father of a five-year-old, said parents should be given adequate notice and a proper briefing so they can better prepare their children for Year One.
“For example, parents can enrol them in pre-school a year earlier if needed,” he said, adding that a diagnostic test could prove helpful as many may not be ready for Year One.
Shalini Gopal, however, said a testing environment that is too rigid could create a negative association with school at a very young age.
“There is a fear that a ‘bad’ result at such a young age could follow a child throughout their schooling, turning ‘I failed this test’ into ‘I’m bad at school’.
“I wonder how these results will be used to help my child, or whether they are merely meant to contribute to school statistics,” said the mother of a six-year-old.
SK Bukit Damansara parent-teacher association chairman Ameirul Azraie Mustadza said his main worry is how the diagnostic test would be introduced and implemented.
“Many parents are still unclear about the purpose, scope, format and consequences of this proposed diagnostic test.
“If participation is voluntary, that needs to be communicated transparently. If it later becomes compulsory, parents must be properly briefed well in advance,” he said.
Another concern, he added, is the unintended pressure the test may place on a child.
“If such a test becomes a prerequisite, some parents may feel compelled to start preparing their children academically at a very early age.
“We must be careful not to rob children of their early childhood by introducing unnecessary stress before formal schooling even begins.
“If the intent of the diagnostic test is to help teachers better understand a child’s readiness and learning needs, then that purpose must be clearly stated, and the results must be used to support learning – not to exclude, rank or disadvantage any child,” he said.
SK Taman Megah parent-teacher association chairman Yuwaraj Kumar Balakrishnan said the success of the policy would depend on the quality and transparency of communication with parents and the strength of the support system it activates.
“The Education Ministry has an opportunity to lead with proactive, collaborative early intervention, but it must first win the trust of the families it aims to support.
“Early detection of learning gaps or special educational needs can allow schools to provide targeted support immediately, easing the burden on teachers and helping children build a strong foundation for their entire educational journey.
“Early intervention is the most effective tool we have to ensure every child is ready for Year One,” he said, adding that the assessment must only be used to guide support, not to stream pupils.
