WE ARE a group of educators advocating the importance of integrating enrichment programmes into the preschool curriculum.

With reference to the commentary, 'Should preschools be nationalised?' (Oct 10), we noted with interest that one of the most fundamental questions was not asked. Be it in a humble centre at a heartland void deck or in an upscale bungalow, these preschoolers are left solely in the care of teachers.

They end up spending more time with their teachers whom they see for at least a few hours daily than their own parents. Hence, the quality of these caregivers and educators is a leading consideration when the issue of improving preschool education is discussed.

While it has definitely been a move in the right direction, making it mandatory for preschool educators to have a diploma/certificate in preschool education may no longer be sufficient to ensure a high standard of effective teaching. The fact remains that many parents have to fork out extra cash to send their children to enrichment programmes outside school hours.

If the focus is on having healthy family ties as well as giving children a happy childhood, why do they end up being ferried from one place to another and at a higher financial cost too? The fact is that the teachers at kindergartens may not be equipped to deliver effectively lessons on enrichment such as phonics, music & movement and speech & drama, which are taught best during preschool years.

As training providers providing teaching courses in enrichment, we see hundreds of preschool teachers stepping forward to upgrade their skills and equip themselves with knowledge and certification in these enrichment subjects. Why would teachers who are not earning much spend their own money to upgrade themselves if they do not believe in the benefits and popularity of these courses?

Many centre owners, too, find that their ability to offer many enrichment components as an integrated curriculum has attracted many parents. Many discerning parents are also particular about the training and experience their child's teachers possess. This further reinforces the need of preschool teachers to be equipped not only with the necessary knowledge on early childhood education but also with skills on teaching enrichment topics.

Raising the bar on teachers by integrating enrichment skills into their repertoire of subjects will only have a positive outcome on children. It has been proven that preschoolers are at an age where they absorb and learn the best. These precious years of their lives should not be wasted by endless hours in different classes, excluding transport time. They should be at one learning environment and with their family.

The key to this is better educators. The educators, too, will be able to ensure better employability and wages, thus reducing the high turnover which has been a bane to this industry.

We urge the authorities to make enrichment a mandatory course for preschool teachers. Funding should be provided. If Skills Development Fund funding is given to the core diploma in preschool education programmes, why not the equally important enrichment programme too?

Tina Safari (Ms)

This article was first published in The Straits Times.