The purpose of this research is to reveal the indicators of al-Ta'assuf in Government Regulation No. 45 of 1990 Article 4 paragraph 2 and legal solutions to al-Ta'assuf in Government Regulation No. 45 of 1990 Article 4 paragraph 2. This research is qualitative research, the type of research is library research. The data collection method used is literature study, with normative theological, juridical, and sociological approaches. The results showed that;1) The two indicators of al-ta'assuf in the use of rights have been used to analyze Government Regulation No. 45 of 1990 Article 4 paragraph 2. In accordance with the analysis of al-ta'assuf, Government Regulation No. 45 of 1990 Article 4 paragraph 2, should not conclude its provisions by prohibiting civil servant women as polygynous wives absolutely. Because the absolute prohibition will always be understood in any condition and however, without any conditions. 2) The legal solution to al-Ta'assuf in Government Regulation No. 45 of 1990 Article 4 paragraph 2, namely the government as the competent authority in establishing regulations, should pay attention to the greater good by considering the rights of civil servant women and children who are born later.

The Effect of Child Care Teachers’ Professionalism and Child Rights Awareness on the Practice of Child- Rights-Respecting Child Care in Child-Friendly Cities

ABSTRACT Children’s health is especially vulnerable in contexts where traditional and emerging environmental risks coexist. Potentially contaminated sites (PCS) pose significant threats, and their identification should incorporate community perception and participation for improved characterization. Ticul, a Mayan community in Yucatan, Mexico, is home to children living in poverty and exposed to unrecognized chemical hazards associated with artisanal production processes. This mixed methods study aimed to explore parents’ perceptions regarding environmental health risks to children, describe environmental factors at the community, household, and indoor levels, and explore their potential relationship with the health of children residing near PCS. Social mapping, focus groups, and participant observation were conducted with parents. Potentially contaminated sites were prioritized using PAHO’s methodology. The WHO’s “Green Page” for Children’s Environmental Health Diagnosis, a Potential Exposure to Substances Questionnaire, and clinical histories were applied. Our study shows the usefulness of employing mixed methods and highlights the importance of including community perceptions in the assessment of children’s environmental health. Parents’ perceptions of risks and hazards to children’s environmental health were found to be modifiable and preventable, respectively, and require the implementation of interventions and public policies to protect the health and rights of children living in PCS in Ticul, Yucatán.

The problem of child protection in the context of international conflicts is one of the most acute humanitarian problems of our time. Children belong to one of the most vulnerable groups, whose rights are freely violated during armed confrontations, migration crises with all the accompanying destructive circumstances. Armed conflicts cause serious damage to the physical, psychological and social well-being of children, as they are the most vulnerable group of the population. Children who have lost their relatives, shelter, and food become victims of forced involvement in armed conflicts as soldiers. In cases of refusal, they may suffer physical violence and death. International legal instruments such as the «Convention on the Rights of the Child of 1989», the «Geneva Convention (IV) of 1949», «Additional Protocol I to the Geneva Convention of 1977», and others provide mechanisms for the protection of children's rights in situations of armed conflict. However, their implementation often faces obstacles related to the unsatisfactory organization of international control, the lack of unification of the legal framework at the regional and international levels, insufficient funding for programs to protect children's rights in the context of military operations, etc. Effective protection of children requires coordinated actions by international organizations to strengthen control over compliance with standards established by international treaties. Ultimately, the protection of children in situations of armed conflict should be seen as a shared responsibility of all mankind. Only the joint efforts of all countries of the world can ensure the protection of children by providing a safe environment, access to medical care and education.

A state has the autonomy to implement educational practices appropriate to their economic, social, and political requirements. The paper reviews Malaysia’s education philosophy exclusively from the Western perspective (the other source being theological). Tracing the definition from the classical to modern thinkers, it uses the conceptual framework of international law as defined by Article 38(1) of the Statute of International Court of Justice (ICJ, 1945), one of the principal organs of the United Nations (UN), and the Vienna Convention on the Law of Treaties 1969. It assesses the education philosophy derived from the Child Rights Treaty (CRC 1989) which Malaysia adopted in 1995 and the provisions of which have been domestically legislated. In addition, empirical data from the travaux préparatoires (legislative history) of the CRC 1989, the UN system, various monographs and journal articles will form the backbone of the materials for the discussion. Among others, John Dewey’s concept of growth will form the basis of the analysis while discussing the concept of education as laid out by long-established thinkers. Critical thinking, an essential element of quality education and one of the key attributes Malaysian students need to possess, will also be highlighted. The paper will conclude, albeit, rather positively, that Malaysia’s education philosophy, like that of other developing countries takes into account the contemporary provisions of international law and the principles laid out by the UN system and its specialised agencies.

This article explores reforming the national system for protecting children's rights. The author analyzes existing mechanisms for protecting children's rights in the Republic of Belarus, drawing conclusions about the need to improve institutions responsible for implementing and protecting children's rights and ensuring the best interests of the child. Drawing on the experience of foreign countries and international standards for protecting children's rights and interests, the article presents a concept for developing the institution of the Children's Rights Commissioner of the Republic of Belarus. The author proposes a model for the institution of the Children's Rights Commissioner that meets modern standards for a national human rights institution, taking into account the national specifics of developing the children's rights protection system in the Republic of Belarus. It concludes that it is necessary to replace the National Commission on Children's Rights with the institution of the Children's Rights Commissioner of the Republic of Belarus as a more modern mechanism for protecting children's rights.

Significant barriers to inclusion persist for 2SLGBTQIA+ children in Alberta, with legislation limiting school support for 2SLGBTQIA+ students taking effect in the province in 2025. Transgender and non-binary identities are specifically targeted by this legislation, with the government restricting the ability for youth to use different names or pronouns at school without prior parental permission. Tensions between parental rights claims and children’s rights have a long history in Alberta discourses, but there is a growing movement in education policymaking across Canada and the United States that seeks to elevate parental rights into law. Parental rights movements refute the rights of children as enumerated in the United Nations Convention on the Rights of the Child and seek control over their sexual orientation and gender identity. Through a narrative literature review and Critical Discourse analysis, we examine the key values concerning children’s rights and parental rights that underpin anti-trans policymaking in the Alberta context and explore pedagogical possibilities that center children’s rights in anti-trans school contexts.

In modern socio-psychological research, the development of emotional intelligence in children is recognized as an important predictor of social adaptation and psychosocial well-being. Emotional intelligence encompasses an individual’s ability to recognize, manage, and adequately express their own and others’ emotions in social interactions. In Azerbaijan, the social protection system supports the psychological, emotional, and social needs of children, thereby fostering their resilience and social skills. Social risk factors, including digital inequality, housing conditions, and unequal access to educational resources, negatively affect children’s emotional stability. In this context, the implementation of an integrative approach aimed at developing emotional intelligence within social protection programs is essential. Azerbaijan’s legal and regulatory framework and social protection strategies in the field of child rights create favorable conditions for children’s comprehensive development. The integration of emotional intelligence into the social protection system contributes to the enhancement of children’s psychosocial well-being, the reduction of social dependency risks, and their successful integration into society. Purpose- To explore the development of emotional intelligence in children and to determine its integration with the social protection system. Methodology- Analytical, empirical, and survey methods, as well as quantitative and qualitative analyses, were used to examine the impact of the development of emotional intelligence and its integration into the social protection system on children’s social adaptation and well-being. Scientific novelty- The application of an integrative approach that combines the development of emotional intelligence in children with the social protection system.

This study examines the importance of child protection policies in sports and the current practices implemented in this field. Participation of children in physical education and sports activities provides positive contributions to their physical, psychological, and social development; however, it also brings risks such as abuse, neglect, and bullying. Physical, emotional, and sexual abuse, as well as neglect, are among the main issues threatening the safety of young athletes. To reduce these risks, sports federations, clubs, coaches, and families must adopt child rights–sensitive policies. An effective child protection program requires the integrated implementation of education, supervision, ethical rules, legal regulations, and psychological support mechanisms. International organizations (UNICEF and ILO) have developed policies supporting the protection of children in sports environments. In Turkey, the establishment of the Child Protection Unit by the Turkish Football Federation and various legal regulations have been important steps in this area. In conclusion, ensuring the safety of children in sports is possible through awareness-raising, sustainable supervision, and a management approach based on ethical principles. Thus, sports can become a field that contributes to children’s healthy and safe development.

The upholding of children’s rights to develop their identity as citizens in a bicultural country is contingent with teachers’ capacity to co-construct bicultural curriculum with children and whānau in ECE. Te Whāriki provides a framework around which teachers can work with whānau and children to localise teaching and learning experiences. In doing so, they are able to promote conditions for teaching and learning where the unique mātauraka and reo of mana whenua may thrive and a context within which children’s languages, identities and cultures are supported to flourish. But, how do teachers hold themselves to account and build their collective knowledge and practice to lead teaching and learning in this way? This study investigates how kaiako used a structured professional learning framework (DWR) to intentionally uphold children's rights to bicultural curriculum, as outlined in Te Whāriki and international rights conventions.

The fulfillment of educational rights for children in the Special Child Development Institution (LPKA) is crucial to ensure their future success despite legal conflicts. This research, focusing on the implementation of educational rights for juvenile inmates at LPKA Class I Blitar, explores the policies, curriculum, facilities, and obstacles in the process. Conducted using a qualitative explanatory method, the research includes observations and interviews with six informants, including three juvenile inmates, two LPKA staff members, and one teacher. The results reveal that, although the LPKA provides formal education (elementary to high school levels), it faces challenges such as limited resources, inadequate facilities, and the lack of motivation among juvenile inmates. Additionally, the short duration of sentences further complicates continuous education. LPKA collaborates with educational institutions, but budget constraints, incomplete administrative requirements, and inadequate teaching staff hinder optimal learning outcomes. Recommendations include better budget planning, more support for incomplete documentation, and motivational programs for both educators and students to enhance learning participation and success.

RESUMENEn una cultura adultocéntrica y adultista, las intervenciones estatales frente a vulneraciones de derechos de niñeces y adolescencias se sostienen en una mirada paternalista que limita su capacidad de ejercer autonomía a pesar de los tratados internacionales que la garantizan. En Chile, existen programas de protección y reinserción que intervienen conforme las necesidades que presenten a nivel familiar, comunitario e institucional, entre ellas de salud. Este estudio cualitativo exploratorio analizó 13 entrevistas a profesionales de la salud con experiencia en atención de adolescentes, realizadas en la Región Metropolitana entre abril de 2022 y abril de 2023, identificando la coexistencia de dos perspectivas de atención: una paternalista, centrada en el acompañamiento adulto, y otra orientada a favorecer la autonomía y el ejercicio de derechos. La perspectiva paternalista se basa en la percepción de riesgo y trauma, lo que puede restringir la autonomía en salud sexual y reproductiva. Se sugiere que las y los trabajadores de la salud integren una mirada interseccional para garantizar una atención pertinente y libre de juicios en salud sexual y reproductiva, incorporando el carácter relacional a la autonomía, especialmente en grupos vulnerados y prioritarios.

This study explores the characteristics of child-friendly learning environments in Sri Lankan preschools by examining how the key dimensions of the Child-Friendly School (CFS) framework are reflected in preschool settings in the Batticaloa District in Sri Lanka. Employing a mixed-methods research design, the study integrates quantitative and qualitative approaches to provide a comprehensive understanding of current preschool practices. Quantitative data were collected through structured questionnaires administered to preschool teachers, while qualitative insights were obtained through in-depth interviews and systematic observations conducted at selected preschool sites. Descriptive statistical analysis was used to examine quantitative data, and narrative analysis was applied to interpret qualitative findings. From the 99 preschools in the Batticaloa zone, a 10% sample (13 preschools) was selected using stratified random sampling. Purposive sampling was applied to select 5% of teachers, 10% of principals, and 10% of preschools to ensure the inclusion of key informants relevant to the study’s objectives. The findings reveal several critical challenges in establishing child-friendly learning environments. Teachers demonstrated limited awareness of child-friendly pedagogical principles and insufficient training in addressing the needs of children with disabilities or special learning requirements. Furthermore, the characteristics of child-friendly learning environments recommended by UNICEF were not consistently incorporated into preschool practices. These gaps highlight significant areas for improvement and indicate the need for systematic capacity-building, targeted professional development, and strengthened policy implementation. Overall, the study contributes valuable insights into the current status of preschool learning environments in Sri Lanka and underscores the need for enhanced alignment between policy expectations and on-the-ground practices. Strengthening child-friendly environments in preschools will require coordinated efforts among educators, administrators, policymakers, and community stakeholders to ensure that early learning spaces fully support the holistic development and rights of young children.

The principle of progressive autonomy has been consolidated as one of the fundamental bases for the protection of the rights of children and adolescents. This principle establishes that, as a child or adolescent acquires maturity and discernment, they should have an increasing degree of participation in decisions that affect their life, especially in the judicial field. This paper analyzes the role of Argentine constitutional justice in the protection and promotion of progressive autonomy, highlighting the importance of the participation of minors in judicial processes, the practical and legal difficulties that this participation entails, and the future perspectives in the jurisprudence of the Supreme Court of Justice of the Nation (CSJN) in relation to the rights of children and adolescents.

Sexual rights, child rights, and the ethics of prevention: Rethinking the child sexual abuse doll debate.

In light of the risk posed by sedentary lifestyles, the importance of school physical education as a health tool and the hierarchy of teachers and graduates who teach this subject is emphasized. The rights of children and adolescents to access health care, medical attention, recreation, and sports must be respected. A health certificate should be required as part of the annual documentation that students must submit, but this should not be a limitation to participate in physical education classes. Only children and adolescents who present a medical certificate indicating otherwise may be excluded from participation in these classes, either temporarily or permanently. Given the low incidence of serious events at these ages during physical exercise, the risk posed by a sedentary lifestyle is much greater.

This study examines the regulation of child marriage in post-reform Indonesia through a socio-legal approach that integrates the principles of maqāṣid al-sharīʿah. Although recent reforms have raised the minimum age for marriage, existing policies remain inadequate to address fundamental challenges such as gender inequality, educational disparities, and public health risks. Using a doctrinal legal method complemented by content analysis, this research analyses statutory texts, academic literature, and policy documents within a qualitative interpretive paradigm informed by social jurisprudence in its socio-religious context. The findings reveal that child marriage persists due to deeply rooted structural issues, including poverty and gender inequality, which are reinforced by socio-religious norms surrounding marriage, sexuality, and morality. Regulatory inconsistencies and divergences among institutional actors further exacerbate the problem, disproportionately affecting girls. The study argues that efforts to eliminate child marriage require policies aligned with a maqāṣid al-sharīʿah framework that addresses structural root causes and fosters a gender-just transformation of society. In terms of academic contribution, this research bridges Islamic legal theory with contemporary socio-legal challenges, demonstrating how maqāṣid al-sharīʿah can inform progressive policy reform. It contributes to the literature by providing a framework for integrating normative Islamic values with socio-legal interventions, highlighting the interplay between law, culture, and religion in shaping social outcomes. Methodologically, it advances the combination of doctrinal and content analysis within a qualitative interpretive approach, offering a model applicable to other socio-legal issues in Muslim-majority contexts. The study concludes with normative recommendations for reforming child marriage policies in accordance with Islamic legal principles, prioritising the protection, dignity, and rights of children and women while promoting gender equality and long-term societal well-being.

In every human society, the social structure is governed by the system of social order. In India, the concept of society is different from that in Western countries. Similarly, the society of ancient India differed significantly from that of modern India. Historically, India juxtaposes the differences of various races, cultures, ethnicities, and religions. It was a source of treasure for both the invaders and migrants. On the other hand, punishment is viewed as a consequence of both crime and sin. Society establishes certain moral and social obligations for its members, and everyone is expected to abide by them. Citizens are required to follow these rules, and when exceptional situations arise within the territory, the state holds the authority to address them. In this way, punishment is imposed on individuals who violate established norms. Corporal punishment is a form of punishment that involves physical torture, and it is used to inflict physical pain or suffering. In the present time, corporal punishment has become a significant challenge to social existence. This study attempted to address the relationship between cultural practices and their consequences in the moral development of both teachers and students. Legal frameworks, such as the Right to Education (RTE) and the National Commission for Protection of Child Rights (NCPCR), have had a moderate influence on teaching. However, teachers maintained high engagement and professionalism, as well as supportive classroom environments. These results suggest that fostering empathetic, non-punitive teaching practices can enhance student engagement and teacher–student relationships across diverse educational contexts.

This article analyzes the role of the Public Prosecutor’s Office as a coordinating agent of the child and adolescent protection network, in light of CNMP Resolution No. 287/2024, which establishes its integrated role in defending children and adolescents who are victims or witnesses of violence. It begins with the historical evolution of the service policy, from philanthropic and protective practices to the establishment of the paradigm of comprehensive protection, based on the 1988 Constitution and the Child and Adolescent Statute. In this context, the text highlights the Public Prosecutor’s Office as a catalyst for institutional coordination among the various actors in the network (health, education, social assistance, public security, and the justice system), reinforcing its constitutional mission and its commitment to resolution, humanization, and social transformation. Finally, institutional dialogue within a network is highlighted as a premise for the implementation of integrated flows and the effectiveness of the Child and Adolescent Rights Guarantee System (SGDCA).

ABSTRACT This article examines how children's agency is framed, constrained and sometimes co‐opted within contested child arrangement proceedings, particularly in the context of alienation and coercive behaviours. Drawing on qualitative interviews with legal professionals in Northern Ireland, the study explores how statutory interventions, though well‐intentioned, may inadvertently reinforce coercive family dynamics when relational histories are overlooked. Legal practitioners described patterns in which inexperienced social workers, shaped by high‐profile child protection discourses, applied overly defensive assessments to low‐risk family disputes. These tendencies risk amplifying one parental narrative and misinterpreting children's expressed wishes as autonomous rather than relational. Using a feminist and children's rights framework, the paper argues that agency must be understood within the child's evolving emotional environment and family context. By foregrounding legal professionals' observations of social work practice, the study offers a novel, cross‐professional lens on how institutional systems can undermine children's participation rights. The article concludes with recommendations for enhancing relational assessment practices, strengthening professional training and supporting more nuanced approaches to the child's voice in private law proceedings.