The History of Preschools in Malaysia

Preschool education is now part and parcel of life for many Malaysian families. Urban parents, especially, are spoiled for choice, with kindergartens offering a variety of different curricula and approaches, from play-based to Montessori, Reggio Emilia, and more.

But how did we get here, and what transformations have preschools undergone over the years? As we celebrate Merdeka and Malaysia Day, let’s dive into the history and evolution of early childhood education in Malaysia—and what the future may have in store.

Early days

The concept of early childhood education is not a new one. Even in ancient times, societies recognised how important it was to educate the young. In ancient Egypt, for example, children entered writing schools as early as age five, and although formal education systems like we see today did not exist, the idea that early learning was crucial for development was widely accepted.

In pre-colonial Malaya, the seeds of early education were sown through religious institutions, in the form of “sekolah pondok”. These were informal schools often attached to mosques, where young children were taught basic literacy and religious knowledge. These early efforts were focused on religious teachings, but they laid the groundwork for a more structured approach to children’s education that would come later.

Pre-independence: British colonial influences

The early childhood education model in Malaysia as we know it today can be traced back to the British colonial period in the early 1900s.

During this time, Christian missionary schools were established, offering primary and secondary school education, with a few providing kindergarten-level education as well. These were, however, catered to the children of British families, and a small number of local elites.

In an opinion piece published in 1984, the first Prime Minister of Malaysia, Tunku Abdul Rahman Putra Al-Haj, recalls of British-occupied Malaya:

For many local children, education during this time remained largely informal, and was provided mainly by institutions such as mosques and churches.

1950s – 1960s: Post-independence

Malaya gained independence in 1957, and with it came an urgent need to reform Malaya’s education system. School, once a privilege for the elite few, was nationalised and expanded – and enrolment soared drastically.

Image from iluminasi.com.

The Razak Report, published in 1956, served as the basis for the educational framework that we still see today, with provisions made for Malay, English, Chinese, and Tamil schools at the primary school level, and Malay and English schools at the secondary level that use a uniform national curriculum. At this stage, preschool education was still not a priority.

1970s-1990s: ECE takes off

The 1970s marked a significant turning point for early childhood education in Malaysia, as the government introduced more structured programmes to help ready children for primary school. Many of these changes were implemented during Tun Dr Mahathir Mohamad’s time as Education Minister.

Tun Dr Mahathir as Education Minister in the 1970s. Image from The Leaders Online.

The Community Development Department (KEMAS), which was initially focused on adult education, opened the first Tabika KEMAS in 1971, providing basic education to children in rural and underprivileged communities. This was followed by the opening of PERPADUAN preschools in 1976 under the Department of National Integration and Unity, which welcomed children of all races.

The children’s house, established in 1986, was one of the early private kindergartens that utilised a Montessori approach.

By the 1980s, the number of both private and government preschools had increased exponentially, so much so that in 1996, the Malaysian Ministry of Education introduced the National Standard Preschool Curriculum (KSPK) to standardise the content and teaching methods used across preschools in the country. This framework, which was last revised in 2017, is now mandatory to follow in kindergartens across the nation.

2000s-Present: Modernisation and inclusion

The turn of the millennium saw more mothers joining the workforce, and demand for education and care services soared. To support this demand, the government continued to expand access to such services, especially in rural and underserved areas. One such initiative, the Permata programme, was launched in 2007.

Students of a government-run preschool at SK Limau-Limauan in Sabah. © CEphoto, Uwe Aranas

The private sector continued to expand as well, bringing with it various educational philosophies. In recent years, there has been a push towards integrating technology and S.T.E.M (Science, Technology, Engineering, and Mathematics) education into early childhood programmes. These changes reflect the broader national focus on preparing students for a future dominated by technological advancements.

The Future: Towards 100% Enrollment

In a 2023 report by the Education Ministry, preschool enrolment in Malaysia stands at around 80%—which means we still have some ways to go to achieve the 100% preschool enrolment goal under the 12th Malaysia Plan.

This could change soon as the government mulls making preschool enrolment compulsory. However, before that can happen, critical issues such as affordability and accessibility to kindergartens, especially for poor families, will need to be addressed. For kindergartens in the private sector, there are hurdles to overcome as well, such as a faster and more transparent process for obtaining kindergarten licenses, and training for a sustainable work force.

At present, government-run preschools under the Education Ministry and KEMAS stand at 24% and 33%, and the National Integration and Unity Department (JPNIN) at 7%.^[1]

Education as a cornerstone of nation building

The preschool education journey in Malaysia is one of remarkable growth and transformation. From its early beginnings in informal religious instruction to the comprehensive and diverse system we see today, early childhood education now acts as a crucial foundation for lifelong learning.

John Ragai, on Flickr

As we continue to grow as a nation, so too will our approach to early education. If the children are the future, then everyone needs to work together to make sure that the next generation is well-equipped to thrive in an increasingly complex world.