My daughter was in the learning support programme for Primary 1 pupils weak in English, as we did not adequately prepare her for her start in primary school.

I had wanted her to have a stress-free childhood, so did not subject her to the structured learning necessary to equip her with the skills and knowledge expected of Primary 1 pupils.

Instead of being immersed in assessment and text books, she had a carefree childhood where we encouraged her to learn through play. The television, tuned to children and educational programmes, was her favourite companion.

But she caught up quickly with the rest of her peers after one term in the programme and made good progress in her primary school education.

In last year's Primary School Leaving Examination, she was in the top 10 per cent of the cohort and scored an A for English.

From being a virtual non-reader in the lower primary years, she is now an avid reader. She is in a popular girls' secondary school in the east and enjoys school very much.

If given a choice again, I would still go down the same path with my daughter's education. Let the children have their childhood; the world of formal learning can wait.

Maria Loh Mun Foong (Ms)