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20form other skills in children such as: Skill of controlling emotions; skills of observing and memorizing the details of abusers; Cooperative skills to find abusers.
Formulating anti-abuse skills for preschoolers can be carried out anytime, anywhere, in all activities of their families (when playing with children, bathing or toileting for children etc); through communicating and behaving with people around, participating in social activities of the residential area etc. Through these aspects, in each specific situation of life, parents and adults provide in-depth instruction to help children use their abuse prevention skills in an appropriate way
3. Conclusion
On the basis of theoretical research and summarizing educational experience, five measures to prevent child abuse have been suggested in general and preschool child abuse in particular, namely: Raising awareness of child abuse behaviors and the importance of child abuse prevention among family members; Reviewing and assessing the risks that children may be abused to be alert and prevent; Building a healthy family culture, using scientific methods of educating children in accordance with the child's physiological characteristics; Collaborating with schools and communities for a good performance of child abuse prevention; Formulating child abuse prevention skills for children. These measures are closely related and dialectically united, so they need to be implemented in a synchronous and flexible manner which is practical in each family situation and the suitable to the environmental characteristics in each locality. During the implementation, families need to coordinate closely with schools and local community organizations to ensure the effectiveness of this activity.
References
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http://www.molisa.gov.vn/vi/Pages/chitiettin.aspx?ID News=27082
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9. Khai truang "Tông dài 111" - Dich vu công dac biêt bào vê trè em http://www.molisa.gov.vn/vi/Pages/chitiettin.aspx?ID News=27384
ACTUAL CONTENTS OF EDUCATING ABUSE PREVENTION SKILLS FOR PRESCHOOLERS IN
QUANG NINH PROVINCE
Vu Thanh Hoa
MA. in Education Department of Basic Sciences Ha Long University, Quang Ninh Province
Abstract
The author of the article has presented the actual situation of educating providing them with the knowledge to prevent and identify risks of abuse; abuse prevention skills; skills to handle situations when being abused. The research results have shown that these educational contents have not been implemented at kindergartens. From the actual research, the author has suggested the impact of raising awareness on child abuse and fostering skills of organizing child abuse prevention activities for preschool teachers.
Keywords: abuse, preschoolers, preschool teachers, abuse prevention education, abuse prevention skills
1. Introduction
Currently, child abuse is a serious problem worldwide and in Vietnam particularly. According to statistics of the Ministry of Public Security, in 2018, 1,547 cases of child abuse were detected in Vietnam, of which, the number of cases of child sexual abuse were 1,269 (accounting for 82% of the total number of child abuse cases) with 1,233 abusers and 1,141 children.
Child abuse causes serious physical and mental consequences for victims. In fact, most children have psychological and behavioral disorders after being
abused; children become fearful and lose faith in relationships with people around. Preschool age plays a particularly important role and it is the golden period in the development of children's personality. At this age, children need to receive and be educated with values and behaviors in accordance with social ethical standards, creating a basis for personal development as they age. The physical and mental trauma that children encounter at this age can have consequences and become obsessive to them throughout their lives. Therefore, the activity to educate children with skills
against child abuse at kindergartens is extremely necessary.
In order to study the actual contents of educating children on child abuse prevention skills at kindergartens in Quang Ninh province, from May to November 2018, we conducted the survey by questionnaires and in-depth interviews on a group of 1,800 kindergarten teachers.
The implementation of contents of educating on prevention and fighting skills for preschoolers is assessed based on the following scales: frequently (1
point); sometimes (2 points); not yet performed (3 points). Average data conveyed as follows: Frequently from 1.00 to 1.66 points; sometimes: from 1.67 to 2.33 points; Not yet performed: From 2.34 to 3.00 points.
2. Actual content of educating on abuse prevention and fighting skills for preschoolers in Quang Ninh province
Surveying the actual contents of educating on child abuse prevention and for preschoolers, we obtained the following results
Actual contents of educating on abuse prevention and fighting skills for preschoolers
Table 1.
Contents Level (n=1,800) Total of points Points on average
Frequently Sometimes Not yet
Providing children with knowledge about the private parts of the body and principles to protect their private parts 125 366 1,309 4,784 2.66
Providing children with the knowledge about the manifestations of child abuse behaviors Sexual abuse 113 230 1,457 4,944 2.75
Mental violence 0 52 1,748 5,348 2.97
Neglecting children 0 0 1,800 5,400 3.00
Physical violence 0 45 1,755 5,355 2.98
Child kidnapping and trafficking 566 675 559 3,593 2.00
Child exploitation 0 8 1,792 5,392 2.99
Forming skills to recognize risks of sexual abuse, physical, mental, neglection, exploitation and trafficking for children At home 5 23 1,772 5,367 2.98
At school 0 12 1,788 5,388 2.99
In residential areas where children live, when traveling, going out, when interacting with strangers and other dangerous situations 122 214 1,464 4,942 2.75
Forming skills of preventing from being abused for children Skills to observe the surrounding 87 205 1,508 5,021 2.79
Skills to know where you are, who you are in contact 35 186 1,587 5,168 2.87
Skills to know about communication situations, personal situations 32 146 1,622 5,190 2.88
Forming skills of handling the situation for children when being abused Skills to decide how to react 11 23 1,777 5,388 2.99
Skills to look for help 14 98 1,688 5,274 2.93
skills to escape from the abuser 11 28 1,761 5,350 2.97
Fighting skills to find opportunities to escape 12 43 1,745 5,333 2.96
Skill to control emotions 8 26 1,766 5,358 2.98
Skill to observe and memorize the details of culprits 7 19 1,774 5,367 2.98
Cooperative skills to find culprits 8 27 1,765 5,357 2.98
The results of the table above showed that: Contents of educating on preventing and fighting against abuse for preschoolers at kindergartens in Quang Ninh province have not been focused on, nor
implemented. The overall average point of skills ranges from 2.00 to 3.00 points, which indicates a not-yet
implemented status.
- About providing children with the knowledge to prevent abuse
Equipping children with the knowledge of the private body parts and the principles of protecting their private parts was implemented by a small number of teachers on a frequent level (125/1800, reaching 6.9%) and sometimes (366 / 1800, reaching 20.3%), the rest was not implemented. The overall average point of this level was 2.66. Thus, the most necessary knowledge to form skills of child sexual abuse prevention and fighting program has not been provided adequately.
Results were similar in the content of Equipping children with knowledge about the manifestations of child abuse behaviors, specifically: apart from focusing on providing children with the knowledge on Abduction, trafficking and sexual abuse (the average points accounted for 2.00 and 2.75 respectively), the other contents (child neglection, physical violence, mental violence) were almost not mentioned in the school's educational activities.
In our opinion, the main reason comes from the limitations in awareness among the managers and preschool teachers of child abuse and the importance of educating them on child abuse prevention skills for preschoolers. Therefore, in order to raise awareness among the educational forces in and out of the school of child abuse and the importance of educating child abuse prevention skills is an important measure to take in implementation of child abuse prevention in general and preschool children in particular.
- About equipping children with skills to prevent child abuse
Regarding the formation of skills for children to identify risks of sexual abuse, physical violence, mental violence, neglection, exploitation and trafficking
The results of the table above indicated that the formation of skills for preschoolers to identify the risks of abuse is mainly assessed at an unfulfilled level, especially the risks at school. In the process of organizing educational activities, teachers paid more attention to the risks of child abuse occurring in residential areas where children live, when traveling, going out, or when interacting with strangers and other dangerous situations. (Average score was 2.75). Perhaps, due to the traditionally educational concept of "whip for love - beat for love" and the identification of child abuse and sexual abuse, preschool teachers have not recognized all the risks of child abuse which can take place in their own families or schools. This is a limitation that needs to be overcome to contribute to improving the quality of educating anti-abuse educational skills for preschoolers at school.
- About the formation of child abuse prevention skills
Skills to prevent children from being abused include components such as: observing your suroundings, knowing where you are, and who you are in contact with. As well as the perception of being able to communicate effectively in a potentially dangerous situation. Skills to know about communication situations and personal situations. Very few teachers in the survey sample focused on these educational contents although these are vitally important skills that can
help children avoid being abused. Specifically: forming skills to observe the surounding for children means training children so that anywhere they stay or go, they know to observe the characteristics of things and phenomena around them. This enables them to feel and recognize a comfortable and safe situation versus an unsafe or threatening one, so they can identify the potential risk of abuse which aids the child in preventing it. In addition, the skills to know where you are and who you are in contact with help children to have skills and habits of spatial orientation. The clear awareness of who is in contact with them helps children to be more attentive and raises their awareness of safety and insecurity more clearly; from which children can actively apply the lessons taught by their teachers to escape in case of invasive situations.
Along with that, the skill of recognizing the communication situation, personal situations helps children to be well-conscious to recognize his / her communication situations: Is the child alone or accompanied? Can the companion be reliable? Does the child like or not like the situation that he or she or person they are in contact? (Someone makes him play games or things that he/she doesn't like, they seduce or threaten him /her etc); He is annoyed and frightened or he witnesses his friend being frightened by others etc. Knowing clearly the communication situation will help children become more explicit and alert when telling adults about the stories that upset or frighten them, and also help her to prevent the situations of abuse etc.
Thus, the survey results show that it is necessary to raise teachers' awareness as well as to foster them with the knowledge and skills to organize anti-abuse educational activities for children at preschools.
- About educating the skills to handle situations when being abused for
The average point of the implementation of educational contents on skills of handling situations when being abused for preschoolers ranges from 2.93 to 2.99, mainly at the level of not yet implemented.
Skills of handling situations when being abused include component skills, such as skill in deciding how to react (standing still, shouting, running, biting the abuser's hand, or pretending to cooperate with the abuser in order to find opportunities to escape etc); skills of looking for helpers (quickly identifying and observing in order to be able to find suitable helpers in the situations when being abused: quick orientation to search for those around who to stay closest to children, or run to the ones who are the most trustworthy if possible to seek help); skills of escaping from the abuser when hand-held, hugged, or gagged by him etc; skills of fighting back to find a chance to escape; sometimes, fierce resistance, such as a painful bite on the hands, or a hard kick on the private parts in appropriate situations can deter the culprits.
However, this is a difficult skill for children and can only be used for older preschoolers. In addition, the ability of controlling emotions is also an extremely important skill in helping children to stay calm and identify danger, finding opportunities to escape, or the ability of cooperating to punish culprits. In many cases, because of being unable to control emotions, children's
screaming, or crying when realizing increasing the abusers frustration and putting the child at higher risk will stimulate the abuser and push children into more dangerous situations, even leading to the fact that their life could be taken.
Besides, the ability of observing and memorizing characteristics of the abuser and skill of cooperating in investigations can help to provide useful information to find the abuser etc. However, the survey results show that these skills have not yet been gvien the primary focus needed to equip preschoolers with the knowledge needed to recognize, or prevent abuse. Talking with us, Ms. N.H.N, a kindergarten teacher in Uong Bi city said: In fact, the culprits of child abuse are often their parents, family members and preschool teachers originating mainly from the concept of traditional education in Vietnam as "whip for love - beat for love ". Adddition-ally, scolding or threatening children from adults is just for the aim that children will obey, that they will stop behaviors that adults (parents / grandparents / relatives / teachers etc) do not want them to have. However, they do not know the emotional trauma and negative experiences that a child must experience. Therefore, in our opinion, educating preschoolers on mental abuse prevention is something that even grow-ups/ educators don't think of. At school, education on abduction prevention skills for children is our top priority.
3. Conclusion
The research results show that: Contents of educating on abuse prevention skills for preschoolers at preschools in Quang Ninh province (including
providing children with the knowledge to prevent abuse, forming skills such as skills to identify risks of sexual, physical and mental abuse, neglecition, exploitation and trafficking of children; skills to prevent from being abused; skills to handle situations
when being abused) have not been given adequate attention, mainly assessed at an unfulfilled level.
Educating children on the skills of sexual abuse prevention and kidnapping prevention is the most focused on, but only by a small number of teachers implemented this frequently.
The main cause of this situation is due to the limited awareness among teachers of the forms of child abuse and the capacity of organizing in educating life skills generally, and the skills of abuse prevention for preschool children particularly.
This actual situation requires effective measures to help preschool teachers have a corect understanding of the nature of abuse and its manifestations, while fostering them with skills of organizing educational activities on preventing and fighting against abuse for children at school and in the community.
References
1. Australian AID và World Vision (2014), Phong ngùa xâm hai tinh duc trè em (Tài lieu dành cho cha me, nguoi cham soc trè), Du an Tuôi tha - Chuang trinh phàng ngùa do AusAID tài trç và Tô chuc Tam nhin thé giâi thuc hiên.
2. VÛ Thanh Hàa (2018), Mot sô vân âê ly luân vê càc hinh thûc xâm hai trè em, Tap chi Thiét bi giào duc, so 180, tr.63-65.
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