Little learners: A kindergarten teacher conducting a lesson with five-year-olds. — CHAN BOON KAI/The Star
GEORGE TOWN: Starting primary school younger, effective 2027, may sound like a head start, but it could come at a cost.
The Penang Education Institution Operators Association (PPIPP) has warned that early entry into Year One risks placing undue stress on children and shaping their attitudes towards learning for years to come.
Its chairman Datuk Dr Lim Beng Suat said this new policy would mean that many pupils effectively will start primary school at age six or even five plus, and that they may not be developmentally ready for the demands of formal schooling.
“By bringing primary education forward, we risk losing this critical developmental stage.
“From a developmental perspective, many five-year-olds are still refining emotional regulation, focus and learning readiness,” Dr Lim said.
“Placing them too early in an academically demanding setting may expose them to stress and adversely affect their long-term relationship with learning.”
She said under the new policy, a number of children would still be five-years-old when they begin Year One in January 2027, only turning six later in the school academic year.
“Teachers would be managing classes made up of five-year-olds and six-year-olds in a primary school environment.
“This would effectively shorten early childhood education by one year,” she said yesterday.
Dr Lim, whose association oversees over 100 kindergartens in the state, said much of the public confusion stemmed from differences in how age is defined in Malaysia compared with other Asian countries.
According to her, most education systems across Asia define school entry at age six based on academic-year calculations, where children turn seven during the school year.
Dr Lim added that children develop at different paces, with those born in January and December of the same year being almost a year apart in maturity.
“Even under the current system, where pupils enter Year One between six and seven, some struggle to adapt – a challenge that could be amplified if the entry age is lowered further.
“While certain children may cope academically, others may find it harder to manage classroom routines, sustain attention or regulate emotions, particularly in larger classes with fewer teachers than in kindergarten.”
She highlighted that relying solely on chronological age risks overlooking developmental readiness and disadvantaging children who simply need more time to grow.
She said strengthening early childhood education to build emotional and social skills is also vital, given the rising rates of mental health issues, depression and bullying in schools.
Dr Lim added that a policy shift of this scale requires ample preparation across all levels.
“Kindergartens would need to revise programmes so that children begin school readiness earlier, possibly from age three or four, with a gradual build-up to Year One.
“The Education Ministry should review and adjust the Year One curriculum to ensure it suits five to six-year-olds, while retraining teachers to handle younger learners who may still be developing self-care and attention skills.
“Facilities may also need modification to accommodate smaller furniture, play-based learning areas and child-friendly toilets.”
Dr Lim said children who start school with secure emotional foundations often catch up academically and perform better in the long run.
Although parents are given a choice, she cautioned that the policy could pressure families to accelerate readiness and push kindergartens to provide a more academic model.
“Instead of offering flexibility, it risks heightening anxiety and competition, eroding the foundations of early childhood education.”
Dr Lim said if the government’s aim is for pupils to complete schooling earlier, reforms at the secondary level may be more appropriate, noting that most Asian systems begin formal schooling at six to seven and complete schooling by around age 18.
