Article2026
Hamid Patilima
Child protection in formal Early Childhood Education (ECE) is rarely studied from the perspective of regulatory coherence, even though the provision of safe services requires clear rules, procedures, and service coordination. This study analyzes the coherence of the national legal and policy framework regarding child protection in formal ECE and interprets its implications for service readiness. A qualitative policy analysis was conducted through a directed review of 22 sources published or established between 2005 and 2026. The data were organized into an analytical matrix and coded based on six indicators of service readiness. The findings indicate a strong normative foundation. The 2026 education regulations clarify aspects of prevention, reporting, complaint handling, referral, and institutional coordination. However, personnel readiness and cross-service operational integration remain uneven. Therefore, child protection needs to be positioned as a core component in the quality assurance and governance of formal ECE.
Perkumpulan Pengelola Jurnal PAUD Indonesia – Aulad: Journal on Early Childhood
Article2026
Hamid Patilima
This article examines how commitments to the Convention on the Rights of the Child (CRC) are translated into different forms of childhood governance at the national level. Using qualitative comparative document analysis, the study compares New Zealand, Mexico, Indonesia, and Pakistan based on 12 public documents consisting of state party reports, concluding observations of the UN Committee on the Rights of the Child, as well as national and civil society monitoring sources.
Grounding itself in the Theory of Practice Architectures, the study shows that although all four countries use the CRC as a shared normative framework, significant differences exist in institutional coordination, the relationship between child rights and planning and budgeting, monitoring systems, the recognition of child participation, and the distribution of accountability. The article asserts that the globalisation of child rights is more accurately understood as a process of diverse institutional translation rather than as a process of governance standardisation. Simultaneously, the study offers a governance-based framework for analysing how child rights are institutionalised within national policy and administrative systems.
SAGE Publications — Global Studies of Childhood
Article2025
Hamid Patilima
This article examines the intersection of neurodiversity and trauma in early childhood education and its implications for inclusive learning. Neurodivergent children may face various barriers in educational environments, including sensory overload, social exclusion, rigid teaching methods, lack of teacher preparedness, and non-inclusive disciplinary practices. Such conditions can affect a child's cognitive, emotional, and social development. The study employs a systematic qualitative secondary research design by analyzing reports from international organizations, including UNICEF, WHO, UNESCO, and ILO, as well as peer-reviewed scientific journal articles. The analysis is conducted through a thematic approach and policy comparison in the context of high-income countries, particularly Finland and Canada, as well as resource-constrained contexts such as South Africa and countries in the Global South. The results indicate that segregative educational practices and punitive discipline can increase anxiety and reduce social interaction among neurodivergent children. Conversely, the implementation of Universal Design for Learning (UDL), individualized learning plans, structured routines, sensory-friendly learning spaces, and Social-Emotional Learning (SEL) have the potential to support better academic and social outcomes. The study recommends strengthening trauma-informed education, enhancing teacher competence, expanding support services, and fostering collaboration among schools, health services, and families to strengthen inclusive educational environments for neurodivergent children.
AOSIS – South African Journal of Childhood Education
