The role of teachers in promoting child protection in preschools

Abstract

Background: Child protection is a vital component of early childhood education (ECE) that ensures the safety, well-being, and holistic development of young learners. In the Sri Lankan context, children are expected to develop safety awareness and protective behaviors such as recognizing danger, following safety rules, and identifying potentially harmful situations. Preschool teachers play a key role in promoting these behaviors and implementing child protection practices aligned with the National Child Protection Policy (2019) and the Children's Charter of Sri Lanka (1992). This study aims to explore the role of preschool teachers in promoting child protection by examining their awareness of policies, safety practices, and the challenges they face. Method: A descriptive study design was used, and data were collected through a structured questionnaire administered to preschool teachers across government and private institutions in both urban and rural areas. The questionnaire consisted of 20 items covering demographic details, awareness of child protection policies, safety education practices, and classroom strategies. Quantitative data were analyzed using descriptive statistics, while qualitative data from open-ended responses provided further insights. Results: Among the 1,825 respondents, 56.8% had received training on child protection, while 43.2% had not, highlighting the need for expanded training coverage. In terms of safety education, 48.3% taught safety rules weekly, 38.3% daily, and 13.3% occasionally. Challenges reported included lack of resources, inconsistent policy implementation, and limited institutional support. Conclusions: The findings underscore the importance of regular training for teachers and consistent safety education practices. Addressing institutional gaps and strengthening policy implementation can significantly enhance child protection efforts, ensuring safer and more inclusive preschool environments.