Addressing concerns about early school start

DEPUTY Education Minister Wong Kah Woh recently revealed that the number of applications nationwide for six-year-olds to begin Year One in 2027 has fallen short of the Education Ministry’s earlier projections (“Fewer pupils, fewer teachers”, The Star, June 25).

Though voluntary, the early Year One enrollment policy has caused a debate among parents – as well as unnecessary stress and panic. While concerns are understandable, it is important to consider carefully what children require at this particular stage of development.

Rather than approaching this transition to formal schooling with excessive worry, parents should focus on providing the support necessary for children to adapt positively to their new environment.

Some parents express concern that entering Year One at the age of six may diminish opportunities for childhood play and exploration, whereas others are apprehensive about children’s capacity to adjust to the increased academic demands and steeper learning curve associated with formal schooling.

These concerns should be addressed through constructive social support mechanisms that facilitate children’s adjustment, resilience, and overall well-being during this important developmental transition.

The transition from preschool to primary school is indeed a major milestone. From the perspective of adults, it may feel like a significant leap into a more structured and demanding phase of education. Questions about academic readiness, emotional maturity, and social adjustment naturally arise.

However, being overly anxious can unintentionally send the message that school is something frightening or overwhelming. Children are often highly sensitive to the emotions of the adults around them. When parents model fear and uncertainty, children may begin to internalise those same feelings.

Children are often more capable, resilient, and adaptable in new social environments than adults assume. They may need time, reassurance, and guidance to navigate social norms or situations, but they also possess a remarkable capacity to learn, adjust, and thrive in new environments.

Year One is not meant to be a test of perfection; it is a period of gradual adaptation during which children develop routines, confidence, friendships, and independence. This major milestone in their developmental stages should be perceived as meaningful and normal.

There are many practical ways to help children cope well when they enter primary school. Parents can begin by establishing simple routines at home, such as regular sleeping hours, waking up early, organising school items, and encouraging independence in dressing and self-care.

Emotional preparation is equally important. Talking positively about school, listening to children’s worries, and helping them name their feelings can reduce anxiety.

Familiarising children with the school environment, teachers, and daily schedule before the first day may also help them feel more secure.

Teachers and schools play an equally important role. A warm, welcoming classroom climate can make a great difference in helping children settle in. Opportunities for play, social interaction, and gentle adjustment to academic expectations are crucial during the early weeks.

Setting clear expectations about daily routines within classroom settings, learning hours, and play time should be communicated clearly to children as well as parents.

Confusion and anxiety often occur when communication from teachers or schools to parents is not clear. Such conditions create chaos and can be stressful for all parties involved in children’s learning development.

Children do not adapt overnight, and they should not be expected to. What they need is patience, encouragement, and consistency.

Most importantly, we must remember that resilience is built through experience. Children grow stronger not because everything is easy, but because they are given the opportunity to face manageable challenges with support.

Entering Year One may come with some tears, hesitation, or uncertainty, but these experiences are also part of learning how to cope, recover, and move forward. Such resilience is an essential life skill that will benefit children far beyond the classroom.

Social support is key. Parents, teachers, family members, and the wider community must work together to create a supportive network around children. When adults provide reassurance, understanding, and encouragement, children are more likely to feel safe, confident, and flourish while they navigate changes in their developmental milestones.

DR NUR IZZATI AZIZ

Senior lecturer

Faculty of Arts and Social Sciences

Universiti Malaya

DR SERENA LEOW

Senior lecturer

Faculty of Arts and Social Sciences

Sunway University