Article by Ruth Liew
The early childhood years lays the foundation for healthy and productive lives. Since the mid-90s, brain research has shown that early experiences create the basis for life-long learning, behavious, as well as physical and mental health. We can no longer ignore that children need positive early experiences to build strong bodies and minds for the challenges ahead. Many preschool programmes in Malaysia emphasise didactic approaches to academic skills. we are beginning to structure learning time for children under four, cutting down on their time to explore and play freely.
Our teacher commented that our children are compelled by demands to achieve academically. There is no time for being a child, having fun and making connections with the environment. Children are busy completing worksheets and learning to succeed in school. Teachers have no time to teach other skills such as sharing and turn-taking at the playground. Children hardly get time to go out to the playground once they are in preschool.
Chidren need to learn basic skills before they can work on more complex and abstract ones. We know that the brain circuit that processes information is wired earlier than those that process more complex information.
A three-year-old is eager to work with his hands to build blocks. He is ready to figure out how to put the blocks together so that they will not tumble. Instead his nursery school teacher puts a pencil in his right hand and asks him to write the letter "a". If parents constantly pressure children to perform tasks that are beyond their ability, their children will feel stressed. Some parents only focus on how well their children perform in test and neglect other aspects of their development. Many children in primary school have poor coordination skills. They do not get enough exercise. Their time is taken up doing a great deal of indoor activity. They hardly get to go outdoors for games and physical workouts.
Parents, caregivers and teachers must look into the social and emotional development of young children. It is always better to get things right the first time, than try to fix it later. How the child feels will affect how he thinks and learns.
Many preschoolers are unhappy because their needs have not been met. They learn a great deal through play but their teachers insist that they focus on their workbooks. As they enter primary school, they find it more difficult to express their feelings, as they did not get to do that when they were younger.
Our children need programmes that support their physical, social, emotional, language and cognitive development. | 
