Combating violence against children: Jordanian pre-service early childhood teachers’ perceptions towards child abuse and neglect

2014 ◽  
Vol 184 (9-10) ◽  
pp. 1485-1498 ◽  
Author(s):  
Merfat Fayez ◽  
Hanan Mahmoud Takash ◽  
Eman Khleif Al-Zboon
Keyword(s):  
Early Childhood ◽  
Child Abuse ◽  
Early Childhood Teachers ◽  
Child Abuse And Neglect ◽  
Teachers Perceptions ◽  
Violence Against Children ◽  
Abuse And Neglect

Factors influencing early childhood education and care educators’ reporting of child abuse and neglect

2019 ◽  
Vol 45 (1) ◽  
pp. 95-108
Author(s):  
Natasha J Ayling ◽  
Kerryann Walsh ◽  
Kate E Williams
Keyword(s):  
Early Childhood ◽  
Child Abuse ◽  
Early Childhood Education ◽  
Child Abuse And Neglect ◽  
Empirical Literature ◽  
Childhood Education ◽  
Factors Influencing ◽  
Abuse And Neglect ◽  
Education And Care ◽  
And Training

Mandatory reporting of child abuse and neglect is a complex yet essential responsibility tasked to many professional groups working with children, including the early childhood education and care (ECEC) workforce. This paper provides a narrative review synthesising the empirical literature on factors influencing ECEC educators’ reporting of child abuse and neglect, including knowledge and training, attitudes, thresholds for reporting, work experience and context, inter-organisational co-operation and self-efficacy. These factors can act as barriers and facilitators to effective reporting practice and are likely to interact in dynamic yet modifiable ways. Findings from the review may be useful for informing future education and training initiatives for the ECEC workforce. Further research is warranted in this area.

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