KOTA KINABALU: Holistic planning and careful implementation need to be considered before allowing six-year-olds into Primary One, said a Universiti Malaysia Sabah (UMS) senior lecturer.
Dr Juppri Bacotang from the UMS Early Childhood Education Programme said that although this policy is voluntary, the government must ensure that its implementation truly supports the child’s holistic development, especially in early childhood education in Sabah.
“I see there is huge potential and benefit to be reaped from this initiative, but its implementation must be done carefully to prevent imbalance in the national education system,” he said in a statement.
He said that, if conducted well, children's education would be more systematic and of higher quality.
Bacotang said that, in reality, the preparedness of children and parents in Sabah was not uniform, as many children in rural and interior areas lack access to quality preschool education.
Many do not attend formal early childhood education before entering school, he said, adding that awareness, geography, finances, and the lack of availability of such facilities were among the factors.
In such situations, the advantage would be with children from urban or semi-urban areas who have access to these academic and socio-emotional boosts from a young age, he said.
“The early entry to Primary One must not focus solely on academic achievements because early education is not just about preparing for academic basics, but also in the building of a child’s character, such as self-discipline, empathy, cooperation, confidence and moral values,” said Bacotang.
“The concept of ‘volunteer’ in this policy must also be made clear to avoid misunderstandings or misconceptions by parents that this is a need or benchmark to assess a child’s capability,” he said.
He said the decision to enrol a child in Primary One at age 6 must be based on a holistic preparedness evaluation across cognitive, emotional, social, and physical dimensions.
It is not just based on the child’s ability to read, write or calculate, Bacotang said, adding that school entry must be supported by pedagogical (teaching) approaches that also emphasise character development along with cognitive growth.
He said learning through play must be the core of education at this level because it enables children to learn through interaction, exploration, and meaningful, fun experiences.
This method of teaching and learning has been proven to support overall child development, while curricula for six-year-olds must be suitable for their age and developmental stage, he said.
Bacotang stressed the need for flexible teaching and assessment, facilities that support these methods, and the availability of trained educators and teachers in this field.
Unfortunately, there is a significant gap in the availability of such facilities and expertise in rural and interior schools.
Without proper preparation, children will be the ones paying the price and could risk emotional stress, learning fatigue, and discomfort in a formal learning environment, he said.
In short, Bacotang said that while the policy's intent was good and could strengthen the education system and improve learning quality, its implementation must be carried out with caution, provided that schools, teachers, facilities, parents, and children are fully prepared.
Inability to support the new policy with the necessary facilities and resources would leave children behind as they grapple with the new formal learning environment, a lack of facilities and trained educators, and mental and physical strain, he said.
“Education is not just an academic race but a process of moulding the child’s basic development that needs wisdom, balance and preparedness,” he added.
