This essay provides a comprehensive sociological analysis of the Ministry of Education (MOE) initiative to increase the number of MOE-run kindergartens in Singapore. The primary goal of the initiative is to bridge the gap between children who have access to early childhood education and those who do not, thereby promoting equality across different economic classes. The essay examines the initiative through the lenses of social symbolic interactionism, conflict theory, and functionalism. It argues that the curriculum of MOE-run kindergartens will improve the quality of education by recognizing children as active learners. The analysis explores how structural functionalism views the initiative as a means to promote social stability, symbolic interactionism as a way to shape children's behavior through interaction, and conflict theory as a response to inequality. The essay concludes that while the initiative may face challenges, it will contribute to a better outcome in education by addressing social inequality and promoting a fair society with equal opportunities.