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This article provides a comprehensive analysis of the state of cooperation in preventing harassment and violence against children in our country. It also presents the opinions of scholars, the interaction between entities, problems arising in cooperation, and proposals and recommendations for their solutions. The article discusses strengthening interaction between entities involved in protecting children from all forms of violence and the public.
Bobur Mustafakulov
Every family has different conditions, where there are family members who unconsciously do what is not desirable from themselves to other family members. In this case, there is a family where both parents experience divorce, resulting in physical violence against children which is unpleasant behavior and contrary to children's rights in the family. this has an impact on the child's attitude in behaving in everyday life. This study aims to determine whether there is a relationship between the physical violence experienced by the child and her development. In the initial observation, the child showed changes in behavior of emotional instability, anxiety and feelings of fear. The child was also more silent and did not want to convey everything he felt. In conducting the analysis, the method used is descriptive qualitative method with data collection techniques in the form of observation conducted by observing the child's behavior. The result of this case analysis is the influence of physical violence in the family that has an impact on behavior. Through Sigmund Freud's approach, several forms of ego defense mechanisms are seen in children, namely repression, denial, compartmentalization and sublimation. the problem-solving technique used is the free association technique.
Dzurriah Aninda Syafa, Denisa Aurora Prameswary, Intan Maulidiyah Hakim et al.
Although domestic violence against children in Azerbaijan has recently attracted greater public attention, it remains a serious social problem that continues to persist covertly within the depths of society. The exposure of children to physical and psychological trauma limits their opportunities for healthy development and places their future well-being at risk. Such instances of violence pose a threat not only to individual families but also to the overall social stability of society and the formation of future generations. In this context, the role of social work is extremely important. Social work aims not only to respond to cases of violence but also to combat them through preventive and rehabilitative approaches. This article explores the functions of social work in preventing violence and providing psychosocial and legal support to children who have been subjected to violence. It analyzes the activities of social workers in early detection, preventive measures, joint interventions with families, rehabilitation programs, and public awareness efforts. At the same time, the article draws attention to key challenges in the implementation of social work in this field in Azerbaijan – such as the shortage of professional staff, the weakness of institutional cooperation mechanisms, limited financial resources, and public indifference. Furthermore, the lack of coordination between state institutions and non-governmental organizations, as well as the passive attitude of society toward this issue, are significant obstacles in combating violence. The aim of the research is to identify the theoretical and practical foundations of social work in this area, to determine existing gaps, and to propose recommendations for the more effective implementation of social work. The article ultimately demonstrates that social work plays a decisive and strategic role in eliminating violence against children. Its systematic organization and implementation on a professional basis are essential for the development of long-term and sustainable solutions in this field.
Gahramanov Aykhan Shahbaz oglu
https://doi.org/10.52340/eab.2024.16.01.04 The need to give basic economic information and teach economic concepts to children at an early age is the theoretical and practical basis of many international studies reflected in the works of many researchers; The paper examines regional and global studies on economic education and economic awareness in early education, particularly among preschool children; focuses on theoretical and legal approaches to the age classification of early childhood children based on national and international legislation; identifies the optimal age for the formation, development, and strengthening of economic awareness among preschoolers, and suggests the ways and appropriate educational materials to achieve this goal. The research is based on a complex, interdisciplinary methodology and includes document examination, comparison, classification and systematization, content analysis and data synthesis. In accordance with the objectives of the study we have reviewed works in the fields of economics and economic consciousness, pedagogy, psychology, early childhood education and education in general. Our research hypothesis is that economic education and building of economic awareness at an early age are essential for raising and shaping a successful citizen. The following conclusions were drawn from the research: • promoting the growth and enhancement of economic awareness and teaching basic economic concepts through simple language at an early age (4-6 years according to our classification) is the basis for creating a future successful citizen equipped with the essential life skills; • financial education is often equated with economic education, that we believe is not correct, since it is a narrower field based on specific financial concepts (e.g. money, loans, savings, etc.), while economic awareness and education encompass the fundamental concepts of relationships related to practical issues in the routine life. • the national and international scientific-legal basis of the child`s age and development stages are in harmony with each other and completely correspond to the commonly accepted norms; • the review of scientific literature revealed that while diverse criteria are used to classify the stages of child development, the basic divisions include the child`s physical, cognitive, speech/language, and social/emotional development. • Although scientific works from both Georgia and abroad extensively analyze the age division of young children according to their growth and capacities, no particular age group has been directly linked to the learning/teaching of economic concepts and economic awareness; • based on the works of Georgian and international scientists that have studied, we believe that the best age for children to promote fundamental economic education and develop economic awareness at an early age is between 4 and 6 years (inclusive), which is pre-school or early education age. • early development and reinforcement of economic awareness enhances students` readiness for a greater comprehension of social science fundamentals in general at later stages of education. • considering the vast number of studies on the value of early childhood education, we think it’s important to study this issue in Georgia more thoroughly and broadly, as well as to cooperate with other researchers/experts in this field for creation of a methodological framework for the development of economic awareness in young children. • and finally, we believe that children’s literature, particularly fairy tales, stories, and rhymes on socio-economic topics can indeed illustrate basic economic concepts and teaching them to children using the right approach directly ensures the achievement of the goal. References: • UNICEF. (2018). adreuli da skolamdeli aghzrdisa da ganatlebis sakhelmtsipo standartebi. [State Standards for Early and Preschool Education. Tbilisi: UNICEF and The Ministry of Education and Science.] in Georgian • UNICEF. (2018). aghmzrdel-pedagogis propesiuli standarti. [Professional Standards for Educators. Tbilisi: UNICEF and The Ministry of Education and Science.] in Georgian • Iremashvili R. (2000). ekonomikuri kulturis aghzrda skolashi. [Promotion of Economic Culture in Schools. Actual Problems of Educational Works at School (pp. 257-301). Tbilisi. I. Gogebashvili National Institute of Pedagogical Sciences.] in Georgian • Isakadze T. (2017). bavshvta psikologiis dghiurebi. [Diaries of Child Psychology. Tbilisi.] in Georgian • Melikishvili M. (2012). Jean Piaget`s kognituri ganvitarebis teoria. [Jean Piaget`s Theory of Cognitive Development. Tbilisi: National Centre for Teacher Professional Development.] in Georgian • Mekvabishvili E. (2019). sakhelmtsipos ekonomikuri roli globalizatsiis pirobebshi. [The Economic Role of the State in Conditions of Globalization. Globalization and Business, N8, 22-33.] in Georgian • The Ministry of Education and Science of Georgia. (2017). https://mes.gov.ge/uploads/files/strategiis_angarishi.docx • The Parliament of Georgia. (2016, 06 08). Law of Georgia on Early and Preschool Education. Retrieved from Legislative Herald of Georgia: https://www.matsne.gov.ge/ka/document/view/3310237?publication=13 • The Parliament of the Republic of Georgia. (1995, 24 August). Constitution of Georgia. Retrieved from Legislative Herald of Georgia: https://matsne.gov.ge/ka/document/view/30346?publication=36 • Ministry of Foreign Affairs of Georgia. (1989, 11 20). Convention on the Rights of the Child. Retrieved from Legislative Herald of Georgia: https://matsne.gov.ge/ka/document/view/1399901?publication=0 • Uznadze D. (2005). bavshvis psikologia. [Child Psychology. Tbilisi: Georgian SSR Academy of Science D. Uznadze Institute of Psychology] in Georgian • Jijavadze N., & Kukhaleishvili T. (2019). adreuli da skolis ganatlebis khariskhis standartis gzamkvlevi. [Quality Standard Guide for Early Childhood and Preschool Education. Tbilisi: UNICEF.] in georgian • Chiabrishvili N. (2015, April 17). ekonomikuri tsigniereba rogorts "tamashis tsesebis" gatsnoba. [Economic Literacy as Familiarization with the "Rules of the Game". Retrieved from mastsavlebeli.ge: https://mastsavlebeli.ge/?p=1714.] in Georgian • American Academy of Pediatrics. (n.d.). Early Childhood. Retrieved from https://www.aap.org/en/patient-care/early-childhood/#:~:text=Early%20childhood%20is%20a%20pivotal,(Center%20for%20Developing%20Child) • Berti A. E. (1988). The Child`s Construction of Economics. Editions de la Maison des Sciences de l`Homme. • Bruker M. R. (1970). Economic Education in the Elementary School. Peabody Journal of Education, 47(4), 238-242. • Berk L. E. (1992). Children’s Private speech: An Overview of Theory and the Status of Research. Private speech: From Social Interaction to Self-Regulation, 17-53. • Collins J. M., & Odders-White, E. (2015). A Framework for Developing and Testing Financial Capability Education Programs targeted to Elementary School. The Journal of Economic Education, 46, 105-120. • Froebel Web. (2004). Kindergarten. Retrieved from: https://www.froebelweb.org/web7020.html • Entrepreneur Georgia. (2023, February 24). ekonomikis tsodna, rogorts momavlis tsina piroba. [Knowledge of Economics as a Prerequisite for a Better Future.] in Georgian. https://www.entrepreneur.com/ka/siakhleebi-da-tendentsiebi/ekonomikis-tsodna/446387 • Hansen H. S. (1985). The Economics of Early Childhood Education in Minnesota. The Journal of Economic Education Vol. 16, No. 3, 219-224. • Holden K., Kalish C., Scheinholz L., Dietrich D., & Novak B. (2009). Financial Literacy Programs Targeted on Pre-School Children: Development and Evaluation. University of Wisconsin-Madison. • INEE. (2018). Early Childhood Development. Retrieved from https://inee.org/collections/early-childhood-development. • Katamadze G., Tavdgiridze L., & Bolkvadze M. (2023). Child Labour Exploitation: Politics, Law and Social Attitudes in Georgia. Access to Science, Business, Innovation in Digital Economy, 4, 24-33. • Laktionova O., Koval V., Savina N., & Gechbaia B. (2021). The Models of Matching Financial Development and Human Capital in National Economy. BULLETIN OF THE GEORGIAN NATIONAL ACADEMY OF SCIENCES, 177-184. • Masnan H. A., & Curugan A. A. (2016). Financial Education Program for Early Childhood Education. International Journal of Academic Research in Business and Social Sciences, 6(12), 113-120. • NAEYC. (2020). Developmentally Appropriate Practice (DAP) Position Statement. • Papava V. (2006). Economic Transition to European or Post-Communist Capitalism. SSRN Electronic Journal, 1-16. • Papava V. (2013). On the Vector of Economic Development of Post-Communist Georgia. SSRN Electronic Journal, 1-19. • Papava V. (2018). THE CRISIS OF ECONOMICS AND FOR SEARCH OF THE NEW PARADIGM. GLOBALIZATION AND BUSINESS, 3(6), 15-27. • Piaget J. (2003). Part I: Cognitive Development in Children--Piaget Development and Learning. Journal of research in science teaching,, 40. • Rodgers V. Y., Hawthorne S., & Wheeler C. R. (2004). Teaching Economics in the Primary Grades: Standards and Strategies*. SSRN Electronic Journal, 1-37. • Strauss A. L. (1952). The Development and Transformation of Monetary Meanings in the child. American Sociological Review, 17(3), 275-286. • Tavdgiridze L., & Sherozia N. (2017). Labour as a Condition for Successful Society. VIII International Scientific-Methodological Conference Proceedings (p. 39). Kutaisi: Kutaisi Akaki Tsereteli State University. • Todorova M. (2014). Increasing Economic Literacy in Preschool Children. • Todorova M. (2011). Mastering of Elementary Knowledge of Economics in Preschool Age as Investment in the Future. Management and Education, 7(booklet 4). • UNESCO. (n.d.). Early Childhood Care and Education. Retrieved from https://www.unesco.org/en/early-childhood-education. • UNICEF. (2023, May). Early Childhood Development. Retrieved from https://dataunicef.org/topic/early-childhood-development/overview/ • U.S. Senate. (2014). Departments of Labor, Health and Human Services, and Education, and Related Agencies Appropriations for Fiscal Year 2014. Washington: U.S. Government Printing Office. • World Health Organization. (2007, March 14). Early Child Development: A Powerful Equalizer. Retrieved from https://www.who.int/publications/i/item/early-child-development-a-powerful-equalizer-final-report-for-the-world-health-organization-s-commission-on-the-social-determinants-of-health] Key words: Economic awareness, education, early education, teaching, preschool children. JEL Codes: A20, A21, I20, I21
Lela Tavdgiridze, Giorgi Katamadze, Maya Bolkvadze
Comfort and safety in the driver's seat of a military vehicle are crucial aspects Cases of violence against children have increased and ebbed and flowed in Lhokseumawe City. From 2019-2020, the increase in cases of violence against children was above 20 cases per year. This study aims to analyze and describe how the implementation of the program for handling cases of violence against children and analyze what are the obstacles that occur in handling cases of violence against children in Lhokseumawe City. This research uses a qualitative approach with a descriptive method. Data collection techniques with observation, interviews, and documentation. The results of this study show that the program for handling cases of violence against children has not been running well. The communication aspect of the program has not been optimally implemented, while the disposition of the attitude of the implementors has not been persuasive action, The service of handling cases of violence is still unsatisfactory because there are still public complaints about the handling of cases, which is due to the high number of cases of violence against children in 2022 reaching 27 cases. With this problem, the City Government of Lhokseumawe must continue to improve its performance optimally and thoroughly both in forming policies and implementing programs optimally and thoroughly to all relevant institutions and elements of society, so that acts of violence against children do not occur again. In addition, the obstacles to the implementation of the program are the lack of a budget, the law that has not been firm, the public perception of handling cases is still negative, and it does not support the program
Ti Aisyah
BACKGROUND: Children are among the most susceptible groups of family violence and this is an important and worrying issue all over the world. Children with disabilities are more vulnerable to family violence. Children with autism are exposed to various types of violence due to their wide range of disabilities, as well as high tensions that are imposed on their families. Family violence against children with autism has not been studied in Iran, therefore, this study was conducted to explain the concept of family violence against children with autism from the perspectives of parents in Iran. METHODS: This is a qualitative research study. Data were gathered using individual and semi-structured interviews. Eighteen parents of autistic children were selected using purposeful sampling. Qualitative content analysis was used to analyze and interpret the data. RESULTS: Four themes for family violence were defined with 9 sub-categories including physical violence, emotional violence, verbal violence and Sexual violence. CONCLUSION: Based on the findings of the present study from the perspective of parents, autistic children need to be cared and educated in a safe environment where they are free from any kind of violence. Their privacy and individual identities are respected, and they are provided with the required treatment and education. These conditions would maintain the dignity of such children and consequently result in appropriate behavioral outcomes. Therefore, it is suggested that a culturally sound, and stable background be provided, which when supported by professional caregivers, will ensure that the rights of autistic children are protected and emphasized.
Fateme Mohammadi, Mahnaz Rakhshan, Zahra Molazem et al.
This study aims to carefully investigate sexual violence against children and its countermeasures in Jambi City. The increasingly massive increase in violence against children has become a concern in recent years. This research is empirical legal research employing observation, interviews, and document analysis to collect qualitative data. The research findings show that the problem of sexual violence against children in Jambi City is still a serious issue that requires attention and optimal action steps. Factors such as lack of public understanding, lack of supervision, and low legal awareness are the main contributors to the high rate of sexual violence against children. In addition, this study also assessed the efforts that the government, non-governmental organizations, and the community have made in tackling sexual violence against children. It found a lack of interagency coordination and a need to improve community outreach and education on the issue. Based on these findings, the study recommends policy improvements and increased cooperation between government and non-government agencies in addressing child sexual abuse. Strengthening community outreach and education is also needed to raise awareness and prevention at the community level. Overall, cross-sectoral cooperation from various parties is a must to create a safe environment and protect children from sexual violence in Jambi City.
Robiatul Adawiyah, Anggi Purnama Harahap, Pidayan Sasnifa et al.
This study aims to explain the factors that cause of cases of violence against children and legal protection of children's data analysis begins with collecting data, reducing the data, presenting data, and the final conclusion. The results showed that the factors that lead to violence against children that occurred in purworejo refer to acts of sexual violence, which resulted in a deep trauma for the victims, as well as their follow-up is handled purworejo police station. Violence against children in purworejo is a case of sexual act that refers to the handling 76E jo Article 82 by Act No. 23 of 2002 on Child Protection. where the victim is a child and the perpetrator comes from within the family and outside the family. Violence against children should look by the community, in education needed either within the family or outside the family, it affects to grow to Consderng children, because every child deserves the affection in the family environment.Keywords: Violence; Children protection; Families.
Justisia Pamilia Luberty
BACKGROUND: Many of the measures taken by countries to contain the spread of COVID-19 have resulted in disruptions to child protection services. Despite this, many countries have worked to ensure that child helplines remain operational, making such mechanisms even more critical for reporting and referring cases of violence and for providing support to victims. OBJECTIVE: The purpose of this paper is to document what has occurred, and been reported, to child helplines during the COVID-19 pandemic. PARTICIPANTS AND SETTING: The study entailed primary data collection from child helplines and a search of media articles and news stories. METHODS: Child helplines submitted data on the contacts received during the first six months of 2020. Data on contacts related to violence were also available from 2019, and used as baseline. The media search used a combination of search terms to identify relevant articles and news stories published between March 1 and June 17, 2020. RESULTS: Overall, the number of contacts to child helplines seems to have drastically increased since the beginning of the pandemic. However, the number of contacts related to violence has increased in some countries, while it decreased in others. CONCLUSIONS: While a mixed picture emerges with respect to violence, the increase in overall contacts made to child helplines provides evidence that such services are a critical lifeline for many children and women during times of crisis. Child helplines should be strengthened; and child protection services should be designated as essential during emergencies to ensure children receive the support they need.
Nicole Petrowski, Claudia Cappa, Andrea Pereira et al.