BACKGROUND: We aimed to complete a nationally representative study of sexual violence against children in South Africa, and its correlates, since we could identify no other such study. METHODS: For this nationally representative, cross-sectional study in South Africa, households were selected by use of a multistage sampling frame, stratified by province, urban or rural setting, and race group, and schools were selected on the basis that they were closest to the area in which households were selected. Interviews and self-administered questionnaires in each location inquired into lifetime and last-year prevalence of sexual abuse, and its correlates among children aged 15-17 years, whose parents gave informed consent and they themselves gave informed assent. FINDINGS: The final household sample was 5631 (94·6% participation rate). 9·99% (95% CI 8·65-11·47) of boys and 14·61% (95% CI 12·83-16·56) of girls reported some lifetime sexual victimisation. Physical abuse, emotional abuse, neglect, family violence, and other victimisations were all strongly associated with sexual victimisation. The following were associated with greater risk of sexual abuse (adjusted odds ratio [OR]); school enrolment (OR 2·12, 95% CI 1·29-3·48); rural dwelling (0·59; 0·43-0·80); having a flush toilet (1·43, 1·04-1·96); parental substance misuse (2·37, 1·67-3·36); being disabled (1·42, 1·10-1·82); female (but not male) caregivers' poor knowledge of the child's whereabouts, friends, and activities (1·07, 0·75-1·53) and poor quality of the relationship with the child (ie, poor acceptance; 1·20, 0·55-2·60). The child's own substance misuse (4·72, 3·73-5·98) and high-risk sexual behaviour (3·71, 2·99-4·61) were the behaviours most frequently associated with sexual abuse, with mental health conditions found to be less prevalent than these factors but still strongly associated with sexual victimisation (post-traumatic stress disorder 2·81, 1·65-4·78; depression 3·43, 2·26-5·19; anxiety 2·48, 1·61-3·81). INTERPRETATION: Sexual violence is widespread among both girls and boys, and is associated with serious health problems. Associated factors require multisectoral responses to prevent sexual violence or mitigate consequences. FUNDING: UBS Optimus Foundation.
Catherine L. Ward, Lillian Artz, Lezanne Leoschut et al.
Young children’s voices have been nearly absent in the study of belonging during the early years. In this article, we propose a more inclusive understanding about how to study belonging, as well as what else must be studied in early childhood education. The importance of conducting research with young children rather than on them is provided, and factors contributing to a sense of belonging or (un)belonging in early childhood are examined. With a commitment to understanding first-hand from young children’s own perspectives, research agendas can be more authentically and inclusively achieved.
Elizabeth J. Erwin, Meredith Valentine, Michaella Toumazou
This article addresses the subject matter of child participation in decision-making, events and social or civic activities at the early childhood education stage from the perspective offemale students at a Polish university. This study aimed to explore and analyse the opinions of female students preparing to become teachers for grades 1–3 in primary school, focusing on their perspectives regarding child participation while utilising Roger Hart’s “Ladder of Children’s Participation” concept. In this qualitative study, a semi-directed, problem-oriented focus group interview was conducted, followed by a content analysis of the data obtained. Female students at a large university in a medium-sized city in Poland were invited to participate in the study. The study depicted that they equated theprocess of developing skills related to participation, understood as involvement in society,with formal education. Their responses were dominated by approaches related to full participation, while other views indicated a lack of confidence in implementation of full participation at the early childhood education stage. These concerns, inter alia, include the presumed lack of developmental readiness of children, as well as the requirements that prevent the creation of a participatory environment (compulsory core curriculum). As the analysis of the study programme of future female teachers, conducted as a context, has shown, issues related to child participation have been dealt with marginally, which needs to be corrected.
This research aims to determine cases of sexual violence against children and the factors that cause violence. The research method used is normative juridical, then a qualitative research approach, while the nature of this research is perspective by analyzing so that it can answer the problems to be researched. The results of research on sexual abuse that often occurs against children, the perpetrators are usually people closest to the victim, such as fathers, uncles, neighbors, close friends and this includes the victim's family who are categorized as perpetrators of pedophilia (a sexual disorder in the form of lust for teenagers or children under the age of 14). So that they are stronger or have the power to carry out coercion, threats to commit sexual harassment. So that children experience violence, physical injuries and psychological disorders. Meanwhile, the cause of sexual violence against children is due to technology by accessing pornographic photos or videos so that the perpetrator will be aroused and act out what they are watching. Then, due to lack of parental supervision of children, children have the wrong social interactions. In this case, it is necessary to improve children's behavior, where parents, when their children are teenagers, must always monitor them and don't be embarrassed to talk about sexuality issues with their children because in this digital age, this has to be discussed openly. Then teachers and parents must work together to improve today's promiscuity by holding outreach.
In the contemporary technological era, the significance of marketing for educational institutions has experienced a significant surge. The effective execution of marketing tactics can aid in the recruitment of prospective students and concurrently elevate the standing of the institution. Marketing initiatives should be carried out prudently and in accordance with the technological progressions that occur. The objective of this study is to furnish insights for early childhood education institutions in formulating efficacious marketing tactics that align with contemporary demands. The primary emphasis of this investigation is on qualitative analysis. Methods for gathering information include paying close attention and taking detailed notes, with subsequent analysis including data reduction, visualisation, and conclusions. The results of this study show that to develop marketing strategies in the digital era, schools need to consider factors such as market characteristics and needs, the use of social media and online platforms, data security, the quality of educators, and the needs of students. Therefore, they should consider the needs and characteristics of the market and develop educational content that is relevant and appealing to prospective students and parents, which implies that by optimising technology and online platforms and considering the needs and characteristics of the market, schools can improve the reputation and quality of education offered and help increase parental and community involvement in promoting education.
Hegar Harini, Dessy Putri Wahyuningtyas, Sutrisno Sutrisno et al.
Witchcraft accusations have been on the rise across various regions of Nigeria. Unfortunately, those often accused are not just the adults, but also children. Rather than being protected, provided for, and loved, these children are accused and dehumanised. Some of these children have been abandoned on the streets, tortured with hot objects, had acid poured on them, and even been killed. Shockingly, their accusers are often not strangers, but close family members including parents, step-parents, siblings, and cousins. This study analyses three accounts of witchcraft accusations against children, the horrendous violence it attracted to the accused, and its impact on their wellbeing in order to identify factors responsible for witchcraft accusations and violence against children. A qualitative research method was adopted through face-to-face interviews and empirical analysis of documented cases of witchcraft accusations in Nigeria. The findings reveal that cultural beliefs, the portrayal of children as witches in movies, a prevailing witchcraft mentality, the teachings of religious institutions on witchcraft, and ignorance are key factors responsible for witchcraft accusations and violence against children. Furthermore, the findings show that witchcraft accusations and violence against children affect them in five domains: their health, material wellbeing, education, risk, and relationships. The study recommends that the biblical passages that Nigerian pastors use to validate witchcraft accusations be interpreted within the context intended by the original writers, that movies depicting children as witches be banned or strictly regulated, and that those who interact with children in the five domains be trained and equipped to reduce the effects of accusation and violence on the children.
This article is based on a study conducted to understand the functionality and connectivity of existing networks and their impact on the prevention and response to violence against children (VAC) in East Africa. We adopted an exploratory qualitative approach in which a bottom-up purposive selection of study participants was used. Data were collected using focus group discussions with grassroots actors, interviews with network leads at the grassroots district and national levels, and VAC network funders. The study was carried out in Tanzania’s Dar es Salaam region in three districts (Kigamboni, Temeke, and Ilala) and eight wards. Our findings show that because the nature of VAC is complex and multidimensional, efforts to respond to it also exhibit these qualities. Depending on the goal, networking takes various forms, and VAC networks can have unspecified lifespans. VAC networking results from strategic decision-making that yields many benefits, including a stronger voice and visibility, enhanced impact, and potential efficiency. However, networks also encounter bottlenecks that negatively impact their goals. This is an indication that VAC network actors ought to be more reflexive regarding the space they occupy in the network and intentionally pursue strong relationships among actors and networks.
The Importance of Routine in Early Childhood EducationA Importância da Rotina na Educação Infantil Abstract Routine plays a central role in early childhood education by supporting children’semotional security, autonomy, and learning processes. This practice-based articlediscusses the importance of routine in early childhood classrooms, emphasizingits contribution to a safe learning environment, smoother daily transitions, andeffective pedagogical planning. Based on professional experience in early childhood education, the article highlights how consistent routines support socio-emotional development and help children build confidence and independence. Rather than viewing routine as a rigid schedule, this article presents it as a flexiblepedagogical tool that adapts to children’s needs while maintaining structure andpredictability. Resumo A rotina desempenha um papel central na educação infantil ao promoversegurança emocional, autonomia e processos de aprendizagem nas crianças.Este artigo, de caráter prático-profissional, discute a importância da rotina nassalas de educação infantil, destacando sua contribuição para um ambiente deaprendizagem seguro, transições diárias mais tranquilas e um planejamentopedagógico eficaz. Com base na experiência profissional na educação infantil, otexto evidencia como rotinas consistentes favorecem o desenvolvimentosocioemocional e auxiliam as crianças na construção da confiança e daindependência. Em vez de ser entendida como um cronograma rígido, a rotina éapresentada como uma ferramenta pedagógica flexível, capaz de se adaptar àsnecessidades das crianças sem perder a estrutura e a previsibilidade. Keywords / Palavras-chave Keywords: early childhood education; pedagogy; classroom routine; childdevelopment; educational practicePalavras-chave: educação infantil; pedagogia; rotina escolar;desenvolvimento infantil; prática educacional Introduction In early childhood education, learning is deeply connected to children’s dailyexperiences, emotional well-being, and sense of security. Educational researchand pedagogical practice consistently highlight that young children learn best inenvironments where routines provide structure, predictability, and emotionalstability. Rather than limiting creativity or flexibility, well-established routinescreate the conditions necessary for meaningful learning and healthydevelopment. Routine in early childhood education should be understood as an intentionalpedagogical framework that organizes time, space, and interactions within theclassroom. Through routine, children gradually develop an understanding ofexpectations, transitions, and social dynamics, which supports their emotionalregulation and engagement in learning activities. Predictability helps reduceanxiety, fosters trust in the educational environment, and allows children to focustheir attention on exploration and interaction. From a pedagogical perspective, routine plays a central role in supportingcognitive, social, and emotional development. It contributes to the formation ofhabits, the development of autonomy, and the construction of a sense ofbelonging within the school context. When thoughtfully planned and flexiblyapplied, routine becomes a powerful educational tool that respects children’sdevelopmental stages while supporting the educator’s role in guiding learningprocesses. Introdução Na educação infantil, a aprendizagem está profundamente relacionada àsexperiências cotidianas das crianças, ao bem-estar emocional e à sensação desegurança. Pesquisas educacionais e a prática pedagógica indicam de formaconsistente que crianças pequenas aprendem melhor em ambientes nos quaisa rotina oferece estrutura, previsibilidade e estabilidade emocional. Longe delimitar a criatividade ou a flexibilidade, rotinas bem estabelecidas criam ascondições necessárias para uma aprendizagem significativa e para umdesenvolvimento saudável. A rotina na educação infantil deve ser compreendida como uma estruturapedagógica intencional, responsável por organizar o tempo, o espaço e asinterações no ambiente escolar. Por meio da rotina, as crianças passam a compreender gradualmente expectativas, transições e dinâmicas sociais, o quecontribui para a regulação emocional e para o envolvimento nas atividades deaprendizagem. A previsibilidade reduz a ansiedade, fortalece a confiança noambiente educativo e permite que a criança direcione sua atenção para aexploração e a interação. Do ponto de vista pedagógico, a rotina desempenha um papel central nodesenvolvimento cognitivo, social e emocional. Ela contribui para a formação dehábitos, para o desenvolvimento da autonomia e para a construção dosentimento de pertencimento ao contexto escolar. Quando planejada de formaconsciente e aplicada com flexibilidade, a rotina torna-se uma ferramentaeducacional poderosa, respeitando as etapas do desenvolvimento infantil efortalecendo o papel do educador na mediação dos processos de aprendizagem. Routine and the Development of Autonomy Autonomy is a key objective in early childhood education and is closely linked tochildren’s daily experiences within structured environments. Routine plays anessential role in this process by offering repeated opportunities for children tounderstand expectations, make choices, and gradually assume responsibility fortheir actions. Through consistent routines, children learn to navigate theirenvironment with greater confidence and independence. Daily activities such as organizing personal belongings, participating in groupmoments, and following simple classroom rules become meaningful learningexperiences when embedded in a predictable routine. Over time, childreninternalize these practices, developing self-regulation and a sense ofcompetence. This gradual process respects children’s developmental stages andsupports the construction of autonomy in a natural and progressive way. From a pedagogical standpoint, routine allows educators to intentionally designmoments that encourage independence while still providing guidance andsupport. When children are familiar with the structure of the day, they feel moresecure to take initiative, explore activities, and engage actively in learning. In thissense, routine does not limit autonomy; rather, it creates the conditions necessaryfor its development. A Rotina e o Desenvolvimento da Autonomia A autonomia é um dos objetivos centrais da educação infantil e está diretamenterelacionada às experiências diárias vivenciadas pelas crianças em ambientesestruturados. A rotina desempenha um papel fundamental nesse processo aooferecer oportunidades repetidas para que a criança compreenda expectativas,faça escolhas e, gradualmente, assuma responsabilidades sobre suas ações.Por meio de rotinas consistentes, as crianças aprendem a se orientar noambiente escolar com mais confiança e independência. Atividades cotidianas como organizar objetos pessoais, participar de momentoscoletivos e seguir regras simples da sala de aula tornam-se experiênciassignificativas de aprendizagem quando inseridas em uma rotina previsível. Como tempo, essas práticas são internalizadas, favorecendo o desenvolvimento daautorregulação e do sentimento de competência. Esse processo gradual respeitaas etapas do desenvolvimento infantil e contribui para a construção da autonomiade forma natural e progressiva. Do ponto de vista pedagógico, a rotina permite ao educador planejarintencionalmente situações que estimulem a independência, sem deixar deoferecer orientação e apoio. Quando as crianças conhecem a estrutura do dia,sentem-se mais seguras para tomar iniciativas, explorar atividades e participarativamente das propostas de aprendizagem. Nesse sentido, a rotina não limita aautonomia; ao contrário, cria as condições necessárias para que ela sedesenvolva. Routine as a Pedagogical Tool in Classroom Planning Effective pedagogical planning in early childhood education requires anunderstanding of routine as more than a fixed sequence of activities. Routineserves as a flexible organizational framework that supports intentional teaching,aligns educational objectives with daily practices, and accommodates the diverseneeds of young learners. When thoughtfully integrated into planning, routineenhances both teaching effectiveness and children’s learning experiences. From a professional perspective, routine assists educators in managing time,space, and transitions in a balanced way. It allows for the inclusion of momentsdedicated to play, exploration, rest, and social interaction, all of which areessential components of early childhood education. Rather than imposing rigidity, a well-planned routine provides stability while remaining adaptable to children’srhythms and individual differences. Routine also facilitates observation and assessment, as consistent dailystructures help educators identify patterns in children’s behavior, engagement,and development. This ongoing observation supports informed pedagogicaldecisions and contributes to more responsive and inclusive educationalpractices. In this context, routine becomes an integral part of pedagogicalplanning, connecting intentionality, flexibility, and care in early childhoodclassrooms. A Rotina como Ferramenta de Planejamento Pedagógico Um planejamento pedagógico eficaz na educação infantil exige a compreensãoda rotina como algo que vai além de uma sequência fixa de atividades. A rotinafunciona como uma estrutura organizacional flexível, capaz de sustentar aintencionalidade pedagógica, alinhar objetivos educacionais às práticas diáriase atender às diversas necessidades das crianças pequenas. Quando integradade forma consciente ao planejamento, a rotina potencializa tanto o trabalho doeducador quanto as experiências de aprendizagem das crianças. Do ponto de vista profissional, a rotina auxilia o educador na organização dotempo, do espaço e das transições de maneira equilibrada. Ela possibilita ainclusão de momentos destinados à brincadeira, à
Child sexual abuse (CSA) is a major global health challenge. Extant literature shows that CSA is prevalent in Kenya. As a signatory of the United Nations Convention on the Rights of the Child and the African Charter on the Rights and Welfare of the Child, the Kenyan government is mandated to ensure that children are protected from sexual abuse through sound laws and policies. This paper reviews existing laws and policies on CSA and highlights their strengths and weaknesses. Our findings indicate that laws on child protection exist and are protective to a large extent, as harsh penalties are outlined for sexual offences. Survivors of CSA are entitled to free legal and medical services. However, there are no reparations offered to survivors in criminal proceedings. Moreover, there is no legislation on age-appropriate comprehensive sexuality education which plays an important role in cultivating positive gender norms and describing what constitutes CSA and reporting procedures. The national standard operating procedures for the management of sexual violence against children lack CSA screening procedures. There is urgent need for review of these laws and policies and development of multisectoral protocols at the national and county level, that outline roles and responsibilities for various service providers, supervisory and accountability measures and referral networks.
Cynthia Khamala Wangamati, Gladys Yegon, Johanne Sundby et al.
The study of statistical data shows a clear discrepancy between the number of criminal cases and the actual facts of cruel treatment of children in the family. If the courts, reviewing cases of deprivation of parental rights, revealing signs of a crime, reported to law enforcement agencies, the latency of the crime in question would decrease. The criminological analysis shows that about a third of the facts of violence against children are for complete families, a quarter for incomplete ones. More than 70% of criminal offenses are committed against minors aged 0 to 12 years. These persons are vulnerable not only because of their age, but also because of their state of health. In recent years, there has been a dynamic increase in the proportion of women among those convicted of child abuse, which, in our opinion, is due not so much to the increase in female aggression, as a significant proportion of divorces. In the case of child abuse in the family, the mother is usually brought to criminal responsibility, since the violence used by the partner (new husband) is classified as a crime against health. In recent years, parents committing crimes from falsely understood educational goals have been condemned, which must be taken into account when carrying out preventive measures, as these persons need social and psychological assistance, unlike parents who show aggression towards children because of drunkenness and failure to perform duties on their maintenance and upbringing in respect of which it is necessary to apply measures for the removal of children. The article raises issues related to ensuring the rights of minors who have been subjected to ill-treatment in the family.
