BACKGROUND: Only recently have research and policy begun to shine a light on the magnifying effects of EWEs (Extreme Weather Events) on children's exposure to violence. However, the links between EWEs and VAC (Violence against Children) remain under-theorised, poorly understood and often unacknowledged in policy and practice. OBJECTIVE: Identify, synthesize and analyse available evidence on the central characteristics and factors influencing the relationship between VAC and EWEs. METHODS: We conducted an extensive scoping review of the literature (academic and grey) to identify existing research and gaps in knowledge. Using flexible and iteratively developed search terms enabled us to identify direct violence - physical, sexual and emotional - and structural violence, rooted in inequitable and unjust systems and institutions. RESULTS: The relationship between VAC and EWEs is linked to gender; climate-induced mobility or immobility; child labour; and health. We found that VAC can intensify during EWEs, but the nature of this relationship is contextually specific. The relationship between VAC and EWEs is rooted in historical injustices, global systems and structures, and therefore disproportionately affects those living in poverty. CONCLUSION: Studies have uncovered how increasing social, economic and emotional pressures following EWEs increase children's violence risk exposure. This may occur in their homes or in relief shelters. The violence may involve peers, or forms of hazardous labour that young people are compelled into because of the sudden need for families to rebuild or help make ends meet. More knowledge is needed to inform integrated, context-specific and culturally sensitive plans to better protect children from the consequences of EWEs.
Simone Datzberger, Lottie Howard‐Merrill, Colin Murray Parkes et al.
Violence against children (VAC) is recognized as a global public health problem (1). It encompasses all types of violence directed at individuals under 18 years of age, committed by parents, caregivers, peers, romantic partners, or strangers (2). VAC includes all forms of physical and emotional ill-treatment, sexual abuse, neglect, or exploitation that may cause actual or potential harm to a child's health, development, and dignity. Most VAC encompasses at least one of the six primary forms of interpersonal violence: maltreatment, bullying, youth violence, sexual violence, and emotional or psychological violence (2).Maltreatment encompasses violent punishment and includes physical, sexual, and psychological/emotional violence, as well as neglect of infants, children, and adolescents by parents, caregivers, and other authority figures. Maltreatment occurs primarily in the home but also environments such as schools and orphanages (3). Bullying, encompassing cyberbullying, refers to unwanted aggressive conduct exhibited by an individual or group of individuals who are not siblings or romantically involved with the victim. It encompasses recurrent physical, psychological, or social harm and frequently occurs in schools and other environments where children congregate, including online (2). Youth violence predominantly affects individuals aged 10 to 29 years, frequently occurring in community environments among acquaintances and strangers. It encompasses bullying and physical assaults, which may involve weapons such as guns and knives, and can also include gang-related activities (4). Intimate partner violence, commonly known as domestic violence, encompasses physical, sexual, and emotional abuse perpetrated by an intimate partner or former partner. While males may also experience victimization, intimate partner violence predominantly impacts females. It frequently occurs among girls in child marriages and early or forced marriages (5).Sexual violence encompasses non-consensual completed or attempted sexual contact, as well as acts of a sexual nature that do not involve physical contact, including voyeurism and sexual harassment. It also includes acts of sexual trafficking against individuals unable to consent or refuse, along with online exploitation (3). Emotional or psychological violence consists of the restriction of a child's movements, denigration, ridicule, threats, intimidation, discrimination, rejection, and other non-physical forms of hostile treatment (2). Violence directed at individuals based on their biological sex or gender identity can be classified as gender-based violence (6).It is estimated that approximately one billion children aged two to 17 years worldwide have encountered physical, sexual, or emotional violence or neglect (7). A study in four sub-Saharan African countries found that 20-37% of girls encounter sexual violence, while 12-25% face physical violence before turning 18 years old (8). Ten percent of boys experience sexual violence, while 30 to 45 percent experience physical violence (8). Progress has been made in decreasing the incidence of child abuse in Sub-Saharan Africa (SSA). From 2010 to 2019 in Kenya, there was a reduction of over four million children subjected to sexual violence, a 21% decrease in the prevalence of physical violence among males, and a significant decline in emotional violence experienced by females at the hands of caregivers (9). In Eswatini, from 2007 to 2022, approximately 170,000 fewer children experienced sexual violence (9). Despite observed progress in the region, further efforts are required to guarantee that all children are free from any form of violence. In this perspective article, we highlight the health effects of VAC and its associated risk factors while proposing interventions that have demonstrated effectiveness in certain countries within SSA for preventing VAC. By underscoring the health implications of VAC, we aim to instill a sense of urgency among governments and nongovernmental organizations in SSA to address this issue. Additionally, identifying the risk factors associated with VAC may aid in developing targeted prevention programs. Stakeholders in SSA may consider prioritizing the suggested interventions, given their successful implementation in select countries.In this perspective article, we conducted a literature search to inform our understanding of VAC and its health impacts, focusing on Sub-Saharan Africa. Rather than a systematic or scoping review, the objective was to provide a comprehensive viewpoint supported by existing literature. We searched for peer-reviewed articles published in English between 2000 and 2024 using the Google Scholar, ScienceDirect, and PubMed databases. The terms employed for the literature search included 'violence against children,' 'health effects,' 'sub-Saharan Africa,' 'risk factors,' 'prevention strategies,' and all countries within SSA. Boolean operators 'AND' and 'OR' were employed to obtain articles containing both terms or either term. Wildcard and truncation symbols were used to broaden a search term, encompassing all variations of a root word. All full-text versions of articles that potentially offered relevant information regarding our objectives were obtained and assessed. The reference lists of all retrieved articles were examined for additional relevant articles not identified through database searches. Two authors (EM and PM) independently assessed the titles and abstracts of all identified articles and subsequently compared their findings. Discrepancies were addressed through discussion or adjudication by a third author (TD). Two authors independently retrieved relevant information from the selected studies and subsequently compared their findings before presenting them in narrative form.Violence against children results in both direct and indirect health consequences for the victims.Direct health effects can encompass severe injuries that may result in disability or mortality (2). Early exposure to violence can adversely affect brain development and harm various systems, including the nervous, endocrine, circulatory, musculoskeletal, reproductive, respiratory, and immune systems, leading to lifelong repercussions (10). VAC adversely impacts cognitive development, leading to educational and vocational underachievement (11).The indirect health effects of VAC arise from repeated exposure to or observation of violence, leading to heightened activation of neuroendocrine, autonomic, immunological, and neuropsychological systems. The activation leads to persistent stress in children, as indicated by elevated heart rate, hypervigilance, and cortisol levels (10). Chronic stress and fear can adversely affect mental health and coping mechanisms, leading to issues such as depression, substance abuse (12), suicide (13), impaired learning (11), socialization (14), and productivity (15). Stress reactions can become normalized, leading individuals to respond aggressively to others or interpret aggression in others even without a real threat. The enduring impacts of VAC on cognitive and psychosocial development encompass impaired attachment, failure to thrive, trauma, anxiety, depression, and antisocial and self-destructive behaviors (16). Self-destructive behavior can include risky sexual practices, leading to unintended pregnancies and sexually transmitted infections (12). VAC is associated with the later development of noncommunicable diseases, including cardiovascular disease, cancer, chronic lung disease, and diabetes (17). VAC elevates the likelihood of revictimization or perpetration in the later stages of life. Research indicates that girls face a heightened risk of sexual assault and intimate partner violence, whereas boys are more frequently identified as perpetrators (18,19).Previous studies conducted in SSA identified several risk factors associated with VAC. These risk factors can be divided into individual, close-relationship, and societal factors. Risk factors at the individual level include age, being orphaned before the age of 13 years, experiencing emotional abuse before the age of 13 years (20), exposure to drugs, alcohol, crime, conflict, and disability (21). Conflicting evidence exists regarding the impact of age on VAC. One study in Zimbabwe identified older age as a risk factor for VAC (12), while another study in Burkina Faso reported younger age as a risk factor (21). Research indicates that younger children are more likely to encounter violent disciplinary practices both at home and in educational settings, in contrast to older adolescents who are not enrolled in school (21). The elevated risk of VAC among individuals with disabilities may stem from heightened parental stress, challenging parent-child dynamics, and familial conflict in households with a disabled child (22).Close-relationship factors include having lived with three or more families during childhood (20), sharing a household with a depressed individual (21), living in households without either parent (15), experiencing poor family relationships (12), the presence of adult illness in the home (12), having peer relationships (12), and encountering unsupportive teachers at school (12). The HIV epidemic in Africa has led to numerous parental deaths, resulting in a significant number of orphaned children. The deaths disintegrated family structures, potentially elucidating the correlation between VAC and having resided with three or more families during childhood, as non-parental caregivers may exhibit less tolerance towards children's behavior compared to biological parents (23). The presence of an ill adult in the household may contribute to frustrations that could result in violent behavior toward children. Teachers lacking compassion may deliberately cause physical pain to discourage undesirable behavior in students (12).Societal risk factors for VAC include increased exposure to community members engaged in substance abuse and criminal activities, as well as low family socioeconomic status (12,15). Individuals within the community who engage in substance use frequently exhibit intoxication, which can result in the abuse of children. Certain community members may introduce children to substance abuse, potentially leading to the children being subjected to abuse for displaying unacceptable behavior (15). Low socioeconomic status among parents or caregivers can contribute to stress and elevate the risk of VAC (12).The prevention of VAC necessitates a multifaceted strategy. Successful strategies across various contexts encompass the implementation and enforcement of laws, the establishment of norms and values, the creation of a safe environment, support from parents and caregivers, economic strengthening, provision of response and support services, and the promotion of education and life skills (24).Despite the established effectiveness of these strategies, several challenges persist in the implementation across SSA. One key challenge is governments' lack of political will and prioritization of child protection issues, often due to competing national priorities, political instability, or insufficient public awareness of VAC's long-term societal consequences. In many SSA countries, there is also inadequate institutional capacity and resources to enforce existing laws, which hampers their effectiveness in preventing violence against children. For example, while laws may criminalize child abuse, implementation remains weak due to inadequate infrastructure, poor law enforcement, and limited training of relevant personnel such as law enforcement and healthcare workers.Additionally, the establishment of norms and values that protect children is complicated by deep-rooted socio-cultural practices, such as corporal punishment being viewed as a standard disciplinary measure in many households. This cultural acceptance of violence makes it difficult for educational campaigns or laws to change behavior effectively. Efforts to create a safe environment are often stymied by inadequate community engagement and a lack of local ownership in child protection efforts. In some areas, communities may resist or remain unaware of the value of such strategies due to entrenched traditions, limited media coverage, or a lack of community-based programs that provide practical solutions.Laws may restrict violent punishment, criminalize the sexual abuse and exploitation of children, and regulate youth access to weapons (25). However, despite the existence of these laws, implementation remains inconsistent, particularly in rural and conflict-affected regions, where governmental oversight and judicial systems are weaker. In some countries, the focus on lawmaking has outpaced the resources required to ensure these laws are fully implemented and enforced. Furthermore, the low capacity of child protection systems often results in inadequate follow-up, leading to minimal impact on the ground.A secure home environment can mitigate VAC. A program conducted in the Democratic Republic of Congo (DRC) aimed at enhancing overall family well-being and preventing violence, including intimate partner violence and harsh discipline towards children, resulted in a decrease in the application of physical and emotionally harsh discipline within the intervention group (26). The program focused on disseminating information regarding the causes and consequences of violence against women and children, as well as imparting skills in stress management, psychosocial support, and positive parenting strategies (26). However, such programs are not universally implemented, and many caregivers in SSA lack access to such resources due to geographic, economic, or logistical barriers. Moreover, socioeconomic stressors, such as poverty and unemployment, can undermine the effectiveness of familyoriented programs, making it more difficult for parents and caregivers to engage with and benefit from these interventions.Support for parents, children, and caregivers can be provided through various strategies. These include promoting responsive parenting, reducing family conflict, and enhancing caregivers' capabilities to access and navigate available resources (27). While these strategies have shown promise, many communities in SSA face significant barriers, such as low literacy levels, limited access to counseling, and a lack of support networks, which hinder the effectiveness of these interventions. A program implemented in Rwanda that utilized parent-child and caregiver support strategies resulted in enhanced parent-child relationships, diminished harsh discipline, and lowered levels of caregiver depression and anxiety (28). However, the scalability of such programs across SSA remains a challenge, as there is a lack of funding for nationwide implementation and cultural adaptability in different contexts.Additional strategies for supporting parents and caregivers include educating them about child development, informing them of the risks associated with physical punishment, raising awareness of non-violent disciplinary methods, and providing practical guidance for addressing child misbehavior (29). Despite these efforts, the widespread acceptance of corporal punishment and a lack of educational resources means that many parents are either unaware of the consequences of their actions or lack the skills to implement non-violent discipline effectively. A program in Nigeria aimed at decreasing reliance on corporal punishment and educating parents on effective child management techniques led to a decline in parental reports of physical violence in child training (30). Educating parents on effective communication with children, empathetic listening, establishing routines and household rules, self-care practices, and stress management strategies may reduce VAC (31). A study in Liberia focusing on diminishing harsh discipline, promoting positive parenting, and enhancing parent-child interactions achieved a nearly 56% reduction in caregiver-reported harsh punishment practices, an increase in positive behavior management strategies, and improved caregiver-child interactions (32).Strategies for income and economic strengthening aimed at reducing VAC in SSA include the formation of saving groups and training, provision of credit access to parents and youth at reasonable interest rates, livelihood planning training, provision of seed capital grants to initiate or expand livelihood activities, and individualized mentoring and coaching on livelihood development (25). A study in West Africa incorporating an economic intervention and family support component reported a decrease in harsh discipline, an increase in supportive parenting attitudes, improved child-parent relationship quality, and a reduced likelihood of children experiencing physical and emotional violence at home (33).Improving mental health and psychosocial outcomes is essential for reducing VAC among individuals who have experienced trauma. Strategies include psychoeducation, training in relaxation techniques, encouraging the identification of major family issues, conflict resolution training in communities, and effective parenting training (25). A study in the DRC providing a family-focused, psychosocial intervention to war-exposed youths demonstrated that those in the intervention group exhibited reduced post-traumatic stress symptoms at three months.Additionally, caregivers noted a moderate to considerable decrease in conduct problems among these youths (34).Enhancing essential life skills, including communication, relationship development, and awareness of gender-based violence and sexual and reproductive health, can contribute to the reduction of VAC (25). Life skills may also be provided to parents or caregivers, encompassing communication skills, education on recognizing violence and abuse, and strategies for supporting adolescent girls (27). A study in Ethiopia among Sudanese and South Sudanese refugees aimed at reducing gender-based violence and empowering adolescent girls in a humanitarian context found a decrease in reported child marriages within the intervention group (35) While life skills programs have had positive outcomes in some contexts, their reach remains limited, and many young people, especially in rural or conflict-affected areas, do not have access to such programs. Furthermore, gender norms and power dynamics in some SSA countries limit the effectiveness of these programs, particularly those aimed at empowering adolescent girls or addressing gender-based violence.In conclusion, despite evidence-based strategies for preventing VAC in SSA, significant gaps in implementation, cultural resistance, and limited resources continue to hinder the effectiveness of these strategies. To address these challenges, governments and NGOs must focus on designing interventions and building the institutional and community capacity to implement and sustain these strategies effectively. There is an urgent need for multi-sectoral approaches that integrate legal, cultural, social, and economic reforms to ensure the protection of children and the reduction of VAC.
Enos Moyo, Perseverance N Moyo, Hadrian Mangwana et al.
The addition of gamification to the classroom as a methodological tool means that the teacher’s opinion about this has become an inflection point that can affect its use or not in the classroom. In this sense, the main objective of the present article is to explore the opinion of future Early Childhood education teachers on the use of this resource for the development of the mathematics curriculum at this education stage and to obtain an explanatory model that explains it. The design of the study utilized a descriptive perspective and a cross-sectional quantitative focus through a quantitative exploratory study. For data collection, an ad hoc questionnaire was utilized, which was administered to a sample of 232 teachers-in-training. The main result obtained was that the future early childhood education professionals considered that gamification could be a resource for the learning of specific mathematics contents, and this was shaped around a model of two elements. On one hand, the development of mathematical thinking, and on the other, the establishment of relationships between mathematical concepts. Lastly, we can conclude that elements such as age or gender do not determine the perception of the use of gamification in the early childhood education classroom.
Verónica Marín Díaz, Begoña Esther Sampedro Requena, Juan Manuel Muñoz González et al.
This article aims to address concepts related to learning difficulties in Early Childhood Education, reflecting on the determining factor of these difficulties, which is the absence of affection as it is capable of influencing the teaching-learning process. Therefore, the fundamental objective of this work is to analyze learning difficulties and the importance of affectivity during learning in the process of knowledge construction. Approaches and theorists about affectivity determine the attitude about affectivity in its lived experience. Therefore, affectivity becomes important in the integral formation of human beings, as they enable different ways of acting in different learning situations, affirming the individual’s way of interacting and perceiving the world around them. Not forgetting that at school, as it is the first socializing agent outside the child’s family circle, it becomes the basis of learning to offer possibilities to make the child feel safe and protected. Therefore, for the child to have a healthy and adequate development within the school environment, and consequently in the social environment, it is necessary to establish positive interpersonal relationships, such as facilitation and support, thus enabling the success of educational objectives.
Genildo Flor da Silva, Kleyton Holond de Lima Rocha, Gilvana Maria Monteiro da Silva et al.
Emerging evidence indicates that the benefit of school- and classroom-level diversity in early childhood education may be as significant as in K–12. This report explores five policy strategies that foster socioeconomic, racial, and ethnic integration in early learning and five city or district examples of implementation.
ASER study,‘2018 and 2019 of India reported the non school readiness of children for formal schooling. Data from studies brings attention on missed, non compensable critical periods and loss of learning opportunities during early years of life. Due to this loss, children even miss out on their right to development and participation. Hence, to ensure this, it becomes necessary and facilitative to have children’s Right to quality early childhood education. Children during early years are more receptive towards learning with rapid brain development. Quality early childhood education adds on to their learning capacities by providing conducive, developmentally appropriate and play based learning opportunities. United Nation Convention on the Rights of Child in General comment No. 7 attempts to ensure implementation of child rights in early childhood. Article 28; 6.2; 29.1; 18.2; 29.1 of UNCRC calls attention on children’s right for free and compulsory education from birth onwards, leading to holistic development of children and inclusion of human rights education in early childhood education. Directive principle of Indian constitution in Article 45 delineates to provide early childhood care and education for children of less than 6 years of age. Indian government policies like Draft National education policy’ 2019 stated to integrate quality early childhood education as part of RTE; National ECCE policy,’2013aims for free, universal, inclusive, equitable, joyful and contextualized opportunities during early years; Quality standards for early childhood care and education, ‘2013 (b) specify some non negotiable quality standards indicators for ECCE service providers and National ECCE Curriculum Framework,’2013 (a) aims for quality and excellence in early childhood education by providing guidelines for practice in ECCE programmes.
Background Studies indicate that access to nature may increase general human health and wellbeing. As a learning environment, the outdoors can also positively influence children’s personal and social growth, healthy development, wellbeing and learning abilities. To maximise the potential offered by outdoor learning, it is necessary to gain deeper understanding of its implementation, particularly in early childhood education and care (ECEC) settings.Purpose This review study sought to explore a small subset of relevant literature in detail, in order to identify and describe the noted benefits and challenges of implementing outdoor learning in early childhood.Method A narrative synthesis was undertaken. In total, 20 studies from 10 different countries on learning outdoors during ECEC were selected for in-depth analysis and synthesis. The benefits and challenges of outdoor learning implementation in ECEC were identified and categorised using thematic analysis.Findings The analysis yielded a detailed description of the opportunities, preconditions and resources for outdoor learning. Six data-driven categories emerged (i) children’s holistic development; (ii) health and wellbeing; (iii) multimodal, hands-on learning opportunities; (iv) experiences in and of nature; (v) teachers as mediators; and (vi) the organisation of outdoor learning. Overall, these categories suggested that three main elements need to be considered when planning and implementing outdoor learning: as well as providing experiences in and of nature for children, outdoor learning may benefit the holistic wellbeing and well-rounded development of children and can offer multimodal, hands-on learning opportunities. According to the analysis, one of the main challenges related to teachers’ understanding and knowledge around organising and implementing outdoor learning opportunities for young children.Conclusion In addition to highlighting the compelling potential benefits of outdoor learning in ECEC, the study findings draw attention to the need for teachers to be supported in developing the required competences to implement outdoor learning. In particular, introducing multimodal outdoor learning into educational practice necessitates pre- and in-service teacher education and professional development.
Leena Kiviranta, Eila Lindfors, Marja‐Leena Rönkkö et al.
Early childhood education (ECE) in Ghana has grown from a traditional approach to a more formalised and modernised system of care and education services for young children. As a valued practice, ECE reflects a distributive, regulatory or redistributive policy. The paper analyses Ghana’s ECE policy implementation using McDonnell and Elmore’s framework of five elemental instruments. We supported the analysis with ECE policy documents and research evidence in ECE. Enabling and inhibiting factors affecting ECE were identified and ways were devised to enhance the latter. We established that while ECE has somewhat addressed equity and access issues, concerns exist regarding implementation factors such as quality teacher training and parent involvement for promoting effective programs. The paper recommends the need to evaluate ECE and provide planned and ongoing opportunities to advance the professional development, capacity, and motivation of ECE implementers, especially early childhood teachers.
Francis R. Ackah‐Jnr, John Kodwo Appiah, Kwaku Addo-Kissiedu et al.
BACKGROUNDThe "sooner-the-better" is the perfect catch phrase for early childhood education.The early childhood education is a powerful methodology acting as a medium to promote continued success in school, workplace and also in social and civic realms.Very little attention has been taken into consideration to the psychological and sociological values of play-based learning in early childhood.Researchers from education and psychology have suggested 'play' is a sturdy mediator of learning various skills throughout a person's life.This is in correspondence to Piagetian, which has significantly influenced developmentally appropriate practice.It includes the perspective that children learn 'naturally' through play with the teachers facilitating opportunities for play in the environment they are exposed to.Children taught at an early age usually benefit in the following ways such as improved social skills, lesser or no need for special education instruction during subsequent school years, better grades and enhanced attention spans.If a child lags in those early periods of early education, chances are they might face difficulties in catching up.This paper aims at providing an overview of research and theory relayed to play in the early educational system, the stepwise progression and its benefits in structuring the children's lives in diverse ways. MethodologyFor this study, the descriptive research method was used.The information was obtained from review articles from databases.
Erah Ali, Constantino Kaitlyn M, Azhar Hussain et al.
In this article, we examine the historical development of inclusive early childhood education in Turkey, current policies and practices, challenges, and recommendations for the future. Inclusive education aims to ensure that all children, especially those with special needs and disadvantaged groups, have equal opportunities to receive early childhood education. We review the progress made in Turkey within the field of inclusive early childhood education, in light of the transformations occurring in educational policies and practices. We will then discuss inclusive education in Turkey with a focus on social prejudices, gaps in legislation, problems of legal supervision, staff training, family involvement, shortages in resources, and issues in real practice settings. Recommendations are made to help ensure that all children in Turkey have access to high-quality inclusive early childhood education. We hope that our recommendations, which are based on national and international literature, help bridge the gap between research, practice, and policies for inclusive early childhood education in Turkey.
İbrahim Halil Diken, Gözde Tomris, Seçil Çelik Demirtaş et al.
