Key Non-financial Barriers to Regular Preschool Attendance

Dr Wan Rizal asked the Minister for Social and Family Development in light of reports that preschool absenteeism remains persistent among children from lower-income families despite existing subsidies (a) what has been identified by the Ministry as the key non-financial barriers to regular preschool attendance; and (b) how is the Ministry addressing these barriers to ensure children are not disadvantaged from the start of their educational journey.

I take the question for oral answer filed by Member Dr Wan Rizal and the question filed for written answer filed by Member Ms Elysa Chen in today's Order Paper together, as they both pertain to preschool attendance issues faced by lower-income families.

Lower-income families face multiple challenges, which may make it harder for them to sustain regular school attendance. For example, parents may face competing priorities, such as employment at irregular hours, caregiving as well as medical issues.

The Government is committed to ensuring that every child has a good start in life. Beyond broad-based moves to ensure preschool accessibility and affordability, ComLink+ families receive targeted support from family coaches. Family coaches explain the importance of preschool attendance, monitor children's preschool attendance and work with families to address barriers. For example, family coaches may work with parents to secure employment with regular working hours or more flexible schedules, or guide families in implementing structured routines and good health practices.

Ultimately, the parents must recognise the value and importance of preschool education for their children's future. Family coaches work on awareness and motivation of the parents. To recognise the effort of those who have put in the effort, so that their children attend preschool regularly, the ComLink+ Progress Package (Preschool) will provide additional payouts to the children's Child Development Account. We also work closely with grassroots organisations and self-help groups, such as MENDAKI, the Chinese Development Assistance Council and SINDA, to reinforce the norm and expectation to send one's child to preschool. The Early Childhood Development Agency is also working with selected anchor operator preschool centres to provide additional attendance and learning support to children from lower-income families.