CHILD PROTECTION

CHILD PROTECTION WITHIN DAYCARE SETTINGS: THE STRATEGIES OF SELECTED DAYCARES IN GHANA BY ISHMAEL, NOMMO SUBURU BOATENG, PAMELA AMANKWAA, YEBOAH ANGELA A DISSERTATION SUBMITTED TO THE DEPARTMENT OF SOCIOLOGY AND SOCIAL WORK, COLLEGE OF HUMANITIES AND SOCIAL SCIENCES - KNUST IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR AWARD OF THE DEGREE OF BACHELOR OF ARTS IN SOCIAL WORK JUNE, 2020 DECLARATION We hereby declare that this dissertation is our own work towards the fulfilment of the requirements for the award of Bachelor of Arts Degree in SOCIAL WORK. To the best of our knowledge, it contains no material which has been accepted for the award of any other degree of the university, except where references of other people's work have been cited and full acknowledgements given. NAME SIGNATURE DATE ISHMAEL, NOMMO SUBURU (6459216) …….…………………… …………………….. …………………………. ………….…………. AMANKWAA, YEBOAH ANGELA (6455816) …………………… ….…………………. BOATENG, PAMELA (6457816) CERTIFIED BY: DR. John Boulard Forkuor …………………………… ……………………… (SUPERVISOR) CERTIFIED BY DR. Jonathan Mensah Dapaah ………………………. ……………………… (HEAD OF DEPARTMENT) II DEDICATION This dissertation is dedicated to our families, friends and loved ones. III ACKNOWLEDGEMENT We would like to express our profound gratitude to Almighty God for his divine provision, protection and sustenance during our entire study. Secondly, we would like to acknowledge the efforts of our family relations who have been with us and supported us throughout the period of our study. In a special way, we would like to show appreciation to our supervisor, Dr. J.B. Forkuor for tirelessly supporting and guiding us from the initial stages of the writing of this dissertation; may the Almighty God bless you and your family. Our gratitude is also extended to the management and staff of the various daycare centers for accepting and cooperating with us throughout the process of data collection. We would also like to thank the department of Sociology and Social work for their support during the process of data collection. Finally, we would like to express our profound gratitude to all those who in one way or another contributed towards completion of our study. God bless you all. IV ABSTRACT In Ghana, very little research has explored child protection practices within daycare centers and little is known about the strategies adopted by these centers to ensure the wellbeing of children whilst they are under their care. The study was conducted to examine this. The study used a qualitative approach with semi-structured interview guides to collect data from the participants. Analysis of collected data was done using descriptive and content analysis. The findings showed that daycare centers have no laid down child protection guideline or policy that guilds their activities with regards to dealing with the children. They have compound fences and with permanent security at their gates to prevent intruders and picking up of children can be done by people whose details are already known and documented in the school. The schools make sure that they provide a comfortable infrastructure to contain children as well as suitable playing materials however, the infrastructures were not disability friendly and playgrounds has no shades to enable children use it when the sun is hot. Also all their cooks are tested/screened regularly, they have first aid boxes, they collaborate with nearby clinics or hospitals to cater for the health needs of children and makes sure their environment is not only clean but also free from germs. It is suggested that daycare center managements should make their infrastructure disability friendly and also provide shades to cover their playgrounds. Moreover, daycare management should seek basic health education for their staff especially on first aid administration. Finally, the government of Ghana should collaborate with the Ministry of Gender Children and Social Protection and other stakeholders to develop a guideline or ideal national standard child protection manual to serve as a reference point for all early childhood education centers to regulate their establishment and execution of activities. It should have authoritative backings and should serve as a standard for inspection of daycare centers by the Department of Social Welfare at the district levels. V LIST ABBREVIATIONS  CCTV Closed Circuit television  CRC Convention on the Rights of Children  ECCD Early Childhood Care and Development  GOG Government of Ghana  GSS Ghana Statistical Service  HaSPA Health and Safety Professionals Alliance  KNUST Kwame Nkrumah University of Science and Technology  LGS Local Government Service  MoGCSP Ministry of Gender, Children and Social Protection  MOH Ministry of Health  MOWAC Ministry of Women and Children’s Affairs  Of.M.A Oforikrom Municipal Assembly  UNESCO United Nations Educational, Scientific and Cultural Organization  UNICEF United Nation Children Fund  WHO World Health Organization I TABLE OF CONTENTS DECLARATION........................................................................................................................... ii DEDICATION.............................................................................................................................. iii ACKNOWLEDGEMENT ........................................................................................................... iv ABSTRACT ................................................................................................................................... v LIST ABBREVIATIONS .............................................................................................................. i TABLE OF CONTENTS ............................................................................................................. ii LIST OF TABLES ........................................................................................................................ 1 CHAPTER ONE ........................................................................................................................... 2 INTRODUCTION......................................................................................................................... 2 1.1 Background of Study............................................................................................................. 2 1.2 Statement of Problem ............................................................................................................ 3 1.3 Research Objectives .............................................................................................................. 4 1.3.1 General Objectives ............................................................................................................. 4 1.3.2 Specific Objectives ............................................................................................................. 5 1.4 Research Questions ............................................................................................................... 5 1.5 Significant of Study............................................................................................................... 5 1.6 Limitation of study ................................................................................................................ 6 1.7 Organization of the Chapters................................................................................................. 6 CHAPTER TWO .......................................................................................................................... 8 II LITERATURE REVIEW ............................................................................................................ 8 2.1 Introduction ........................................................................................................................... 8 2.2 The Concept of Child Protection ........................................................................................... 8 2.2.1 Child Maltreatment ............................................................................................................ 9 2.2.2 Child Safety and Security................................................................................................. 10 2.3 Child Protection Specific Legislations and Guidelines in Ghana.................................... 11 2.3.1 International instruments .............................................................................................. 11 2.3.2 Regional instrument ...................................................................................................... 11 2.3.3 Domestic Instruments ................................................................................................... 12 2.3.4 The Children Act, 1998 (Act 560) ................................................................................ 12 2.3.5 The Early Childhood Care and Development Policy 2004 .......................................... 12 2.4 Child Protection in Daycare Centers ................................................................................... 13 2.4.1 School Environment ......................................................................................................... 13 2.4.2 Food, Sanitation and Hygiene .......................................................................................... 15 2.4.3 School Safety and Security .............................................................................................. 15 2.4.4 School Personnel. ............................................................................................................. 16 2.5 Theoretical Framework ....................................................................................................... 17 2.6 Conceptual Framework ....................................................................................................... 19 2.7 Conclusion........................................................................................................................... 19 CHAPTER THEREE ................................................................................................................. 21 III RESEARCH METHODS ........................................................................................................... 21 3.1 Introduction ......................................................................................................................... 21 3.2: Study Area.......................................................................................................................... 21 3.3 Research Design .................................................................................................................. 22 3.4 Population of Study ............................................................................................................. 23 3.5 Sample Size and Sample Techniques .................................................................................. 23 3.6 Source of Data ..................................................................................................................... 24 3.7 Tools for Data Collection .................................................................................................... 24 3.8 Analysis of Data .................................................................................................................. 25 3.9 Ethical Consideration .......................................................................................................... 25 3.10 Summary of Chapter ......................................................................................................... 26 CHAPTER FOUR ....................................................................................................................... 27 PRESENTATION OF RESULTS ............................................................................................. 27 4.0 INTRODUCTION ............................................................................................................... 27 4.1 DEMOGRAPHICS OF PARTICIPANTS .......................................................................... 27 4.2 CHILD PROTECTION STANDARDS IN DAYCARE CENTERS ................................. 28 4.3 STRATEGIES DAYCARE CENTERS, ADOPT TO ENSURE THE SECURITY AND SAFETY OF CHILDREN DURING DROP-IN AND PICK-UP FROM SCHOOL. .............. 29 4.3.1 Dropping off and picking up children by adults. .......................................................... 29 4.3.2 Territoriality (compound fence) and Access control .................................................... 30 IV 4.3.3 Authentication and Records keeping ............................................................................ 31 4.4 CHILD PROTECTION WITHIN THE SCHOOL ENVIRONMENT ............................... 32 4.4.1.1 Physical infrastructure ............................................................................................... 32 4.4.1.1 Supervision ................................................................................................................ 33 4.4.1.3 Corporal Punishment ................................................................................................. 34 4.4.1.4 Peer Bullying ............................................................................................................. 35 4.4.1.5 Suitability of Playing Materials ................................................................................. 35 4.4.2 ENSURING CHILD PROTECTION WHILST OUTDOOR .......................................... 36 4.4.2.1 The Playground.......................................................................................................... 37 4.4.2.2 Supervision during Playtime ..................................................................................... 37 4.4.3 FIREFIGHTING .............................................................................................................. 38 4.5 CHILD PROTECTION WITH REGARDS TO FEEDING, HEALTH AND HYGIENE IN SCOOL ...................................................................................................................................... 38 4.5.1 FEEDING PRACTICES .................................................................................................. 39 4.5.1.1 Source of food ........................................................................................................... 39 4.5.1.2 Feeding ...................................................................................................................... 40 4.5.2 HEALTH .......................................................................................................................... 41 4.5.2.1 Health Emergencies and First Aid ............................................................................. 41 4.5.3 SANITATION AND HYGIENE ..................................................................................... 44 4.5.3.1 The Use of Clogs ....................................................................................................... 44 V 4.5.3.2 Washing Stations with Running Water ..................................................................... 45 4.5.3.3 Cleaning Staff ............................................................................................................ 46 4.5.3.4 Use of Detergents and Disinfectants ......................................................................... 47 CHAPTER FIVE ........................................................................................................................ 48 DISCUSSION OF FINDINGS ................................................................................................... 48 5.0 Introduction ......................................................................................................................... 48 5.1 Child Protection Standards Is Daycare Centers .................................................................. 48 5.2 Strategies Daycare Centers, adopt to Ensure the Security and Safety of Children During Drop-In and Pick-Up from School ............................................................................................ 50 5.3 Strategies Daycare Centers, adopt to Ensure Child Protection Within the School Environment .............................................................................................................................. 51 5.4 Ensuring Child Protection with Regards to Feeding, Health and Hygiene in School ......... 52 CHAPTER SIX ........................................................................................................................... 55 SUMMARY, RECOMMENDATIONS AND CONCLUSION .............................................. 55 6.0 INTRODUCTION ............................................................................................................... 55 6.1 SUMMARY OF FINDINGS .............................................................................................. 55 6.1.1 Child Protection Standards Is Daycare Centers ............................................................... 55 6.1.2 Strategies Daycare Centers, adopt to Ensure the Security and Safety of Children During Drop-In and Pick-Up from School ............................................................................................ 56 6.1.3 Strategies Daycare Centers Adopt to Ensure Child Protection Within the School Environment .............................................................................................................................. 57 VI 6.1.4 Ensuring Child Protection with Regards to Feeding, Health and Hygiene in School ...... 57 6.2 RECOMMENDATIONS .................................................................................................... 58 6.3 CONCLUSIONS ................................................................................................................. 59 REFERENCES ............................................................................................................................ 61 APPENDICE ............................................................................................................................... 65 VII LIST OF TABLES Table 4.1: Demographic characteristics of Participants 1 CHAPTER ONE INTRODUCTION 1.1 Background of Study Early childhood is a critical period that lays the foundation for health and wellbeing of children (MoGCSP, 2018). Experiences children are exposed to during that period have lasting influence on them (Lemaire, Amoah, Ntsiful, Micah, & Bonney, 2013). Kids need a stable, comfortable and caring atmosphere at this point for healthy brain growth, with the right nutrition and support from their parents or caregivers ( MoGCSP, 2018). Early Childhood Care and Development (ECCD) is very important and should be taken more seriously by every nation that is committed to improving the wellbeing of their future leadership and workforce. Thus, ECCD will ensure better and sustained growth and development of children into adulthood (MOWAC, 2004). ECCD is the comprehensive growth of infants, from birth to eight years, covering physical, cognitive, linguistic, social and emotional growth (MoGCSP, 2018). Research continues to confirm that "without someone providing food, protection and affection, a human child cannot survive. Because of this, human babies are born with a very strong instinct and need to bond with a caregiver” (Family Court Services, 2013; P.5). It is as part of realizing this holistic development of children, that daycare centers are established to deliver early childhood care and education to infants below age eight. Early childhood education is one of the best contributions any nation can make in its future workforce (Reckhow, 2013 cited in Ayisibea, 2015). There has been an increased international attention to Early Childhood Care and Education (ECCE) and progress has been made in enhancing the quality and access to early ECCD worldwide (Belsky et al., 2007 cited in Ayisibea, 2015). 2 Seven in every ten children in Ghana aged 3-5 years attend early childhood education programs (Ghana Statistical Service, 2019). Daycare settings are facilities where babies and infants are given the needed care and education by people other than their guardians or in settings outside their homes during the day in place of their parents or legal guardians. This includes crèches and nurseries ( MoGCSP, 2018). Recent changes in the ECCE field in Ghana can undoubtedly be seen as progress, but major challenges also exist. Quality services, for example, becomes a critical concern. Many daycare centers are undermined by overpopulation, poor infrastructure or environment and not enough number of trained teachers or caregivers (Yoshikawa & Kabay, 2015). These challenges have implications for the wellbeing and development of children. In Ghana, very `little research has explored child protection practices within daycare centers. Furthermore, very little is known about how protection of children is carried out within these centers to ensure the wellbeing of children whilst they are educated. Is the wellbeing as well as the security, health and safety of children assured amidst these challenges? How are maltreatments, accidents within school environment and bullying by other students prevented and responded to in these settings. Thus, this research study seeks to examine these matters by analyzing the strategies daycare settings use in safeguarding children against the various maltreatments, health and threats they face within their school environment. 1.2 Statement of Problem The 2005 State of the World Children Study entitled "Childhood Under Treat" reported that over 1 billion children are deprived safe and secure education as required and recorded in the 1989 UN Convention on the Rights of the Child (UNICEF, 2005). A child’s exposure to poor conditions and 3 experiences in early years has a negative influence on effect on all facets to children's lives. This thus influences the socio-economic growth and the production of the human resources of a nation (Consultative Group on Early Childhood Care and Development, 2013) cited in (Mwoma, Begi , & Murungi, 2018). Pre-schools are concerned mainly with delivering care and education as well as establishing a positive teaching and learning atmosphere for teachers and students alike. Unfortunately, schools are in situations where other problems, though important, eat up much of their time and resources, with the effect that the main business of schools often becomes a low priority task. Particularly, schools are sometimes confronted with abuse, health, safety and security issues. Pupils sometimes comes home with complains of physical maltreatment resulting from slapping, beating, biting, kicking, pushing, punching or falling to injury during play (Xaba, 2014). Day care centers which are primarily to provide care and education for children in a healthy and protected environment are now affected by various conditions which are either caused by the physical environment, staff or some students which cause maltreatment, harm and insecurity to the very kids they are to care for. To what extent are these issues affecting the development of children and what steps are put in place to prevent and respond to these harm and maltreatment to ensure the safety of children. Child protection in Ghana is mostly discussed with family and state institutions been the actors, this study seeks to analyze the role of daycares as private actors outside the family and state institutions towards the wellbeing of children in Ghana. 1.3 Research Objectives 1.3.1 General Objectives The general objective of this study is to investigate child protection within daycare settings and the strategies of selected Daycare centers in Ghana to ensure the safety of pupils. 4 1.3.2 Specific Objectives Specifically, this study sought to; 1. Examine the strategies daycare centers, adopt to ensure the security and safety of children during drop-in and pick-up from school. 2. Examine the strategies daycare centers adopts to ensure the protection children within their school environment. 3. Examine the strategies daycare centers adopts to ensure the safety of children with regards to health, sanitation and hygiene in school. 1.4 Research Questions 1. What are the strategies daycare centers, adopt to ensure security and safety of children during drop-in and pick-up from school? 2. What are the strategies daycare centers, use to ensure the protection of children within their school environment? 3. What are the strategies daycare centers, adopt to ensure the safety of children with regards to health, sanitation and hygiene in school? 1.5 Significant of Study The outcome of the study firstly will contribute to knowledge in academia. The findings of this study will fill the gaps above which will contribute to literature in child protection and early childhood care and education in Africa, specifically Ghana. This will consequently spur others on to engage in detailed and higher level research on the protection of children in different settings. Furthermore, the findings will also contribute to practice since it will inform daycare centers to 5 implement workable policies and strategies to protect students against maltreatment, preventable injuries, harm and insecurity to ensure the safety and wellbeing of student within their premises. Moreover, the government of Ghana as well as other sector ministries entrusted with the welfare of children, the Department of Social Welfare within the Municipal or District Assemblies, private owners of daycare centers and parents shall be the major beneficiaries of the outcome of the study. This is because they are the major stakeholders that can infer from the findings to take major decisions concerning the safety of children in daycares which will in turn increase the level of child protection in Ghana. 1.6 Limitation of study The study should have considered a head teacher/director and two other teachers from six daycare centers in the Oforikrom Municipal Assembly. However, the focus was on only a head teacher or director and another teacher each from three daycare centers. This was because the selected schools were closed down based on the president of Ghana’s directives to close down all schools and academic facilities in Ghana until further notice to control and fight the novel corona virus (CONVID – 19) pandemic. The researchers used only the already collected data before the school’s closure to continue with the study. 1.7 Organization of the Chapters This research study is structured in six main chapters. Chapter one gives the introduction, and it includes the background of the study, statement of problem, justification for the study, research objectives, research questions to and organization of the chapters. Chapter two gives a review of literature related to the study. Chapter three examines the details of the research methods to be used. Chapter four focuses on the presentation of the results from the data analyzed. Chapter five 6 outlines the discussion of the results obtained. Chapter six presents the conclusion and recommendations whiles references follow immediately after conclusion and recommendations. 7 CHAPTER TWO LITERATURE REVIEW 2.1 Introduction The chapter offers a review of the literature relevant to the topic under study and is structured as follows: first the chapter discusses the concept of child protection, child maltreatment, child safety and the legislations in Ghana relevant to child protection. It also examines empirically the challenges of daycare centers that mostly hinder child protection. Secondly, the chapter discusses the theoretical and conceptual framework with the aim of highlighting its relevance to the analysis and interpretation of data. 2.2 The Concept of Child Protection Globally, child protection is seen as prevention and reaction to child abuse, neglect and other types of abuse of children, including commercial sexual harassment, human trafficking and labor, as well as negative cultural traditions such as genital mutilation of women and child marriage. (UNICEF, 2006). It can also be defined as the activities that are carried out by organizations, individuals and communities with a view of ensuring that children are properly brought up; develop good attitudes, knowledge and abilities, live meaningful lives and offered the opportunity to participate effectively in social activities and decision- making (Willow, 2010). This is perhaps the widest definition of child protection, consistent with a border human rights framework and the provisions in the Convention on the Rights of the Child. Child protection for the purposes of this study involves taking effective steps to minimize the possibility of a child's physical, mental or sexual violence, negligence or significant harm, to encourage child care staff and other individuals to raise complaints regarding real or possible 8 violence or significant harm, and to react adequately to claims, incidents and assumptions of child abuse or significant harm (Department of Social Welfare, 2007). The protection of children within daycares settings imply the total safeguarding of children within the premises of the institution by preventing and responding to child maltreatments whilst ensuring their safety, security and general wellbeing until they are picked up by the rightful/authorize person from the school. 2.2.1 Child Maltreatment In 1999, the WHO Conference on Child Abuse Prevention proposed the following definition: ‘Child abuse or maltreatment includes all types of physical and/or mental ill-treatment, sexual assault, deprivation or lack of care or commercial or other exploitation, resulting in real or possible damage to the safety, life, growth or reputation of the infant’ (WHO, 2006) The provided description encompasses a wide variety of abuses. This research focused specifically on the actions and omissions by caregivers in daycare centers resulting in harm to the child. There are four forms of child maltreatment in daycare centers that may be induced by parents, these are physical violence; sexual assault; mental abuse and neglect. The terminologies, ‘child maltreatment’ and ‘child abuse and neglect’ according to (AIFS, 2015) as cited in (Roche, 2017) are often used interchangeably in literature policy and legislation.  Physical abuse: this can be described as those acts of action and omission that cause direct physical damage or potentially harm. Physical violence may involve beat, kick, burn and bit (Walsh, et al., 2011).  Sexual abuse: this occurs when an adult, a stronger person, or adolescent uses his or her power or influence to engage a child in sexual practices. Sexual harassment does not necessarily have to be a violent act; it may also be an aggressive non-contact conduct such 9 as access to sexually inappropriate content or unwanted sexual conversations (Roche, 2017). This is regardless of the violence level or the child’s awareness of this action.  Emotional abuse: this involves actions which have a detrimental impact on a child's mental health and development. It occurs when an adult harms a child's growth by handling and relating to a child repeatedly in ways that impair the child's capacity to understand and communicate their feelings. These can involve persistent denial, mocking, threatening, insulting, and aggression exposure.  Neglect: this means, intentionally or through carelessness failing to guarantee or protect the rights of the child to physical protection and growth. Neglect happens only in situations where the caregiver is in reasonable state to have provided assistance. These can include excessive denial, screaming, threatening, insulting and threat to abuse.  Bullying: it is a behavior intentionally continued over time that creates pain harm by physical touch, emotional assaults or psychological coercion. Bullying requires a social imbalance (UNESCO & UN Women, 2016). 2.2.2 Child Safety and Security Ensure the child is in a healthy environment, in this case a secure atmosphere for learning. Therefore, a safe school atmosphere is not risky and does not pose any threats or harm in terms of their physical, mental and psychological well-being to the school inhabitants. Security, on the other hand, can be defined in basic terms as a situation which is affected, caused or allowed to happen when some acts have been taken or certain steps have been put in place. These interventions may be physical in that they include building or erecting structures or systems and working on inadequate facilities that pose a risk or present a potential danger to the atmosphere and to the wellbeing of its occupants; or intangible in that they are interventions that help to deter or repel 10 circumstances or actions that endanger protection to improve well-being and safety (Xaba, 2014). Security is an important prerequisite for safety. 2.3 Child Protection Specific Legislations and Guidelines in Ghana Ghana has moderate substantive laws prohibiting all kinds of violence, harassment, neglect and child exploitation, with a few gaps (Crescent, GOG & UNICEF, 2011). For example, corporal punishment is still allowed and justified to be used to correct a child by operation of Section 31(I) of the criminal code. Some of the legislations and standards or guidelines are as follows; 2.3.1 International instruments The key international documents relating to the protection of children in general are: the Universal Declaration on Human Rights (1948); the Declaration on the Rights of the Child (1959); the Declaration on the Protection of Women and Children in Emergency and Armed Conflict (1974); the International Covenants on Economic Political, Social and Cultural Rights (1966); The Convention on the Civil Aspects of International Child Abduction (1980); the United Nations Standard Minimum Rules for the Administration of Juvenile Justice (1985); the Convention on the Rights of the Child (1989); the World Declaration and the Plan of Action adopted by the World Conference for Children (1990); the World Declaration and the Plan of Action adopted by the World Summit for Children (1990); Convention on the Protection of Children and Cooperation in Respect of Intercountry Adoption (1993); ILO Conventions/Recommendations (LGS, 14). 2.3.2 Regional instrument The African Charter on Civil and Peoples ' Rights (1981) is the principal national instrument. 11 2.3.3 Domestic Instruments 2.3.4 The Children Act, 1998 (Act 560) The Children Act, 1998 (Act 560), was passed by Ghana as the primary instrument for protecting children. This takes into account all the universal and global statutory treaties affecting children to which Ghana is a signatory. This is about reforming and consolidating the legislation relating to children, providing for the protection of the child, care and adoption, controlling child labor and apprenticeship and providing for similar matters in general (Republic of Ghana, 1998). The Act further describes the range of organizations, persons and processes for achieving certain objectives to improve children's status in Ghana. 2.3.5 The Early Childhood Care and Development Policy 2004 This policy provides a platform for government and all partners, primarily Sector Ministries, District Assemblies and their Institutions, Societies, Households, Civil Society, including NonGovernmental Organizations and the Donor Community, to promote the sustainability, security and growth of Ghana's children in their early years. (MOWAC, 2004). The policy document lays out the specific policy aim of supporting the protection, growth, and development of all children (0-8 years) in Ghana. The ultimate responsibility for ensuring correct and effective execution of policies rests with the Ministry for Women and Children (MOWAC) now Ministry of Gender Children and Social Protection (MoGCSP). The Early Childhood Care and Development (ECCD) Standards for Children 0-3 This document provides information on competencies of children at certain ages and suggests corresponding caregiving practices to support development of these competences. It also highlights signs of delayed or impaired development and essential services for the various age categories as well as Recommendations for adopting, tracking and reviewing the standards and 12 other practices for children aged 0-3 ( MoGCSP, 2018). These standards are expected to be implemented in an integrated approach through involvement of all relevant stakeholders to strengthen collaboration and create an enabling environment for all young children to flourish. All these regulations, policies and guidelines are important and applicable to children's safety in all sectors in Ghana including daycare centers but yet there is a need for an ideal national standard manual to serve as a reference point for all early childhood education centers, to regulate their establishment and execution of activities and should have authoritative backings to serve as a standard for inspection of daycare centers by the Department of Social Welfare at the district levels. 2.4 Child Protection in Daycare Centers There are several factor that determines the child protection status of daycare centers in Ghana, they could be deliberate or unintentional actions and inactions, provision or not providing basic and essential conditions for the wellbeing of children. Amongst them are: 2.4.1 School Environment The school setting can be described as all the sections and functions of a school establishing the learning atmosphere or productive classroom spaces (Xaba, 2014). That refers to both the school environment’s indoor and outdoor spaces. It could be psychological or physical too. The physical atmosphere of the school can be considered to consist of the school building and all its components, including the internal facilities and services, the location of the school and its surroundings. (Wargo, 2004) cited in (Xaba, 2014). It should have sufficient space in a suitable venue, with the appropriate facilities for a variety of activities that support children's growth ( MoGCSP, 2018). The premises should be made welcoming and friendly to children and all the 13 structures at the facility should be disability friendly. The environment could cause injury or harm to students when not designed appropriately to suit children or kept in the best condition suitable for child use. According to a review done by Salminen et. al, (2014) in Finland, playgrounds exceeded all other sites of school injury for all age groups and playground injuries were more frequent in elementary schools or kindergartens than in other higher levels. While the potential for injury is always around us, there are suggested ways to childproof the environment. The maintenance and protection of the school community ensures that the internal surroundings of the school are accessible, properly maintained and secure, avoiding accidents and maintaining safety and security. According to Xaba (2014), the protection of the physical environment is a prerequisite for the stability of the psychological and social atmosphere because, it provides teaching and learning spaces that provides for a friendly, satisfying and welcoming atmosphere. Ideally the school environment should be fenced with some permanent security personnel at its entrance. An environment that is protective, supports cooperation and active learning, should be free of poor sanitation and infrastructure, is intolerant of bullying, harassment and physical or corporal punishment, values the good health, cleanliness and creative activity growth, linking school and home life, encouraging equal opportunity and engagement, recognizing and developing desirable traits in school environment (Kennedy, 2004) as cited in (Xaba, 2014) and should provide a safe natural play area free of sharp objects and dangerous weeds, unused products and equipment. (Mwoma, Begi , & Murungi, 2018). 14 2.4.2 Food, Sanitation and Hygiene Children should be given sufficient amounts of food and water daily for their needs. Food should be cooked properly, balanced and meet nutritional needs. Most importantly, school cook and food handlers in schools according to MOH regulations must have a valid medical certificate from a recognized Government hospital ( MoGCSP, 2018). Good nutrition, hygiene and sanitation are essential to maintaining a healthy working/learning environment. Thus improving quality water supply, good sanitation, and hygiene in schools would thereby increase child safety, attendance, engagement, and efficiency. This will further help to reduce communicable diseases, such as cholera, bacteria, skin infection and diarrhea (Republic of Kenya, 2011). Within the school area, ample water and sanitary facilities with well-fixed systems should be readily accessible to prevent any disruption to the safety and wellbeing of the students. 2.4.3 School Safety and Security School Safety is defined as the procedures put in places by the students, teachers or caregivers and other stakeholders to either lessen or remove hazardous conditions or risk that may lead to injuries, physical harm and mental or psychological trauma (Republic of Kenya, 2008). The safety of children while in school is of key importance. This can be done by providing safe environment and equipment’s which are childproofed to prevent accidents. Accidents can lead to serious harm, illness or death while mental and psychological distress can lead to loss of self-esteem and eventually lead to reduced success and well-being (Xaba, 2014). The establishment of a School Safe Zone is not just about maintaining an accident-free school environment, but also about accepting responsibility for fostering all-round, healthy living. Equipment and play materials which are suitable should be made available the children’s purpose and equipment should be arranged to establish an accessible and childproof environment ( MoGCSP, 2018). Faulty 15 equipment’s that poses treat must be removed/ kept out of the sight and reach of children rather than instructing and trying to guide them not to go closer to that object or equipment and when children are told not to enter a given area or not to use a desk or table, their minds may be transfixed to those areas or objects as they try to comprehend why they were advised to stop them (Carpman et al., 2005 cited in Chu, 2014). Also ensuring that safety equipment such as firefighting and first aid kits are available is critical in any learning institution. The safety and security of children while going to and from school is therefore very relevant. This expects children to be accompanied by an adult or older siblings to and from school (Mwoma, Begi , & Murungi, 2018). Daycare management should request and keep a list of numbers form parents about who is allowed to pickup their ward from the centers during admission, and guardians will have to present their identity cards when coming to pick children from school (Republic of Kenya, 2008). 2.4.4 School Personnel. The school workers as the second parent of the school kids must fulfill their duties for the wellbeing of students. School personnel includes school heads, teachers as well as all other staffs both teaching and non-teaching staff that comes into contact with the child within the school environment. School administrators are responsible for proper monitoring of children at their organizations or agencies in ensuring child safety. Also staffs can be a good source of information to concerned officials and parents with regards to health related issues, safety and behavior of students because they have a significant role in detecting, helping and responding to children who are victims of abuse. School personnel play a critical role in child protection in daycare centers. However, as asserted by ( Zamora & Madrigal, 2018), though school personnel is considered as professionals, their failure to regularly report cases related to child protection still appears to be a 16 concern. In view of the fact that school personnel need be educated on child protection, Article 19 of the UN General Assembly in 1989 clearly states that all school personnel which include drivers, janitors and other staff must be equipped to be able to identify and disclose suspected illtreatment by parents, caregivers and even school staff themselves (Fiorvanti & Brassard, 2014) cited in ( Zamora & Madrigal, 2018). All staff should be conscious of potential signs and symptoms of at-risk children and should be aware of their responsibility to report or take action on such issues. 2.5 Theoretical Framework This study is anchored on two theories thus, Abraham Maslow’s Theory on Hierarchy of Needs and Heinrich’s Domino theory in explaining the concept of child protection in daycare settings. Maslow’s Theory presents the need of human in hierarchical order and it argues that human health and safety needs must be addressed before growth and progress take place. (Martin & Joomis, 2007). Centered on Maslow's point of view, individuals are motivated to fulfill basic human needs before fulfilling or meeting any other desire. After the physiological requirements necessary for survival are fulfilled, the next topmost need that should be satisfied is the individual’s safety needs. Furthermore, any human being who does not feel safe in an environment will seek for protection and safety first before he or she fulfills its other higher needs. Consequently, it motivates an individual to increase his or her interests and attention in finding safe conditions, stability, and protection immediately after he/she has means for survival. According to Maslow, 1943 as cited in ( Zamora & Madrigal, 2018), a structure, condition, order, and some limits to ensure safety becomes a necessity for the individual. This particularly applies to child protection. Along with this line, is the Heinrich’s domino theory (1941) as used by Mwoma, Begi , & Murungi, (2018) to explain safety and security in preschools attached to non-formal schools in Nairobi City’s informal 17 settlements, Kenya. Heinrich has devised a five-step procedure that can lead to an accident which could cause injury. This series of incidents was equivalent to a set of dominoes knocking down one another in a line. They are (from 1-5): 1. Social environment; one characterized by reckless behavior, arrogance and bad mood, either transmitted or derived from the social environment. 2. Fault person; often including negative behaviors such as arrogance, irresponsibility, and quick temper. 3. Harmful actions or unsafe conditions; both are at the core of the sequences leading to an incident according to Heinrich. They are considered as the most significant trigger factors for an incident. 4. Accident; is an unwanted and unexpected occurrence which causes injury. That can involve a person falling from height or hurting a person when objects drop. 5. Injury; it is the consequences of suffering damage to one’s body (HaSPA, 2012). Heinrich estimates that about 88 % of operational injuries are triggered by human activities while about 12 % are triggered by technical or other causes. In view of this when all of the dominos are removed especially the third domino (Unsafe acts/conditions), the chance of the injury, harm, threat or loss occurring will be reduced significantly (Chu, 2014). According to Heinrich domino theory, by eliminating one of the dominoes, normally the middle one or unsafe activity, the incident is prevented. This principle formed the basis for measures in injury prevention geared towards reducing dangerous actions or circumstances in organizations. According to (Katsakiori et al., 2009 cited in Mwoma, Begi , & Murungi, 2018), Heinrich's updated domino theory shows management's role in ensuring that security procedures are put in place at their establishment to mitigate accidents. Mwoma, Begi , & Murungi, (2018) concluded that Heinrich's domino theory 18 can be applied to the school environment in the sense that it is the managers and teachers who should ensure that conditions which may cause accidents and injury to children are removed. Therefore, the solution to reduce or avoid accidents and injury in daycares is in the control of management. Based on this daycare center management is responsible to ensure that students wellbeing in their school is sufficiently protected against unsafe acts and conditions within their premises. In this study, the findings will uphold the theories of Maslow’s Hierarchy of Needs and Heinrich domino theory. 2.6 Conceptual Framework From the introduction and the literature reviewed above, child protection has been established as important and very desirable in schools to improve the wellbeing of children. Yet the case of it been up to standard and how it is being manifested in daycare centers in Ghana is not known. This problem can be attributed to diverse number of factors which this research study seeks to investigate. In understanding the actual causes of the present gaps, research was conducted to identify the child protection challenges within daycare centers in Ghana and explore the strategies used to improve child protection in these centers. In all this study will investigate the challenges hindering child protection within daycare centers in Ghana and analyze the strategies used by some selected daycares to improve the protection of children in daycare centers. 2.7 Conclusion The chapter discusses the concept of child protection, some legislative instrument and guidelines in Ghana relevant to the protection of children and emphasizes on the need for an authoritative and ideal national standard manual to serve as a references point for all early childhood education centers, to regulate their establishments and execution of their activities. It reviews some literature 19 on child protection issues in daycare centers in the areas of the school environment, food sanitation and hygiene, child safety and security and the school personnel. The chapter further examines Abraham Maslow’s Theory on the Hierarchy of Needs and Heinrich’s Domino theory as is been used in explaining the concept of child protection in daycare settings. Finally, it describes the conceptual framework of the study. 20 CHAPTER THEREE RESEARCH METHODS 3.1 Introduction Chapter three is about how the research was conducted. It consists of the study area description, the design and methods of the research, sources of the data, population and sample size of the study, sampling techniques, data collection method and how the data collected was analyzed to get findings. It presents some ethical issues that were considered when undertaking the study and immediately ends with summary of the chapter. 3.2: Study Area The Oforikrom Municipal in the Asante Region of Ghana was used as the geographical scope of the study. The Oforikrom Municipal is about 270km north of the national capital, Accra. It has an approximate surface area of 4,980 hectares (49.80 kilometers square), that is about 0.0192 percent of the total land area of the Asante Region. According to the 2010 National Population and the Housing Census, The Oforikrom Municipal Assembly’s population is 303,016 made up of 149,827 males and 153,189 females (Ghana Statistical Service (GSS), 2014). The 2019 projected population is 373,055; 184,165 males and 188,890 females. The most densely populated community is Ayigya with projected population 67,604, whilst the least densely populated is Bebre with projected population of 2,667. The Oforikrom Municipal Assembly has 137 daycare centers and Primary schools and Ninety-one (91) Junior High Schools. Most of these institutions are owned by the private sector (Oforikrom Municipal Assembly (Of.M.A), 2019). Oforikrom was selected because of its convenience to the researchers. 21 Figure 3.1 Map of Oforikrom Municipal in the national context Source: Oforikrom Municipal Assembly, 2019 3.3 Research Design The study employed the qualitative method of research to learn about the strategies daycare centers adopt to ensure child protection in schools. Participatory research was used to collect the data because it is believed participants in a research study have unique opinions and experiences which influences their response to questions. A Semi-structured interview guide was used to guide the interviews and purposive technique was used in selecting the participants. An observation checklist and an interview guide were used in collecting the data. Head teachers/managers and another teacher in selected daycare centers were interviewed. The 22 observation checklist was used to determine how safe is the physical environment of the selected daycares and also the security measures put in place. 3.4 Population of Study A population is the totality of all cases that conform to some designated set of specification (Kreuger & Neuman, 2003).The study population is basic schools in Oforikrom Municipal Assembly, Asante region. There are 20 communities in Oforikrom with a total of about 137 daycare centers and primary spread out within these communities. This study focused on ECCD centers with some selected daycare centers in these communities been the target. Three daycare centers were selected from all the communities purposefully for the study. The research study participants were a head teacher and any other teacher from each of the (3) sampled daycare centers. 3.5 Sample Size and Sample Techniques The determination of the sample size is the process of choosing the number of observation or interview to include in a statistical sample. (Kreuger & Neuman, 2003).The sample size is an important aspect of any given empirical study in which the goal is to have the ability to use a selected group of people to make inferences about a larger group of people of a population sample. Oforikrom Municipal Assembly has 20 districts with about 137 daycares and primary schools. The districts are Oforikrom, Anloga, Bomso, Ayigya, KNUST, Ayeduase, Kotei, Deduako, Apemso, Twumduase, Kentinkrono, Nsenie, Boadi, Emena, Apeadu, Kokoben, Awomaso, Oduom, Aprade and Bebre. In achieving this sample size, the researcher employed purposive sampling in other to select schools that fit into the following criteria: 23 1. Schools nearer and closer to the researchers, in other to save cost and time. 2. One schools presumed to be for people in higher class income level category. 3. One schools presumed to be for people in higher class income level category. 4. One schools presumed to be for people in higher class income level category. 5. Schools to be selected for the various levels should be from different communities. The study was conducted in 3 daycare centers in the Oforikrom Municipality. A head teacher and a teacher was selected from each of the sampled daycare centers. Three head teachers and 3 other teachers were interviewed. In all there was 6 participants in the study from three daycare centers. 3.6 Source of Data The researcher used primary source of data which is expected to improve the quality of the study. The importance of the study is to have a wide range of information and data which has been collected specially to address the specific research objectives. The primary data was obtained from head teachers and teachers of daycare centers and researchers personal observations at the centers. 3.7 Tools for Data Collection There are different ways of data collection, and with this study, the data collection tools that was used includes interviews and observations. The motive for selecting this particular data collection tool is that, it is appropriate for collecting data on histories, perceptions and experiences. Therefore, a semi-structured interview is best suited for exploring the strategies daycare centers adopts to ensure child protection in their schools. Interviews was conducted in English with daycare head teachers in charge of school management and teachers/caregivers who participate in the day to day activities of the children in daycare centers. The focus was on the child protection challenges experienced and the strategies used to prevent or respond to those challenges. Open-ended 24 questions were used to collect short but self-expressed feelings and ideas from the respondents. Observation check list was used to get information on the physical state of their infrastructure, environmental safety, water, sanitation and hygiene staff- student supervision ratio and other relevant issues that was observed. 3.8 Analysis of Data In the data analysis, data was processed and recorded immediately and analyzed as they were being collected, and reduced (data reduction). . Interviews was transcribed and made available in Microsoft Word format. Data collected was re-written and organized into demographic characteristics and the responses from each participant. The data was further grouped under each objective and coded (coding) to identify meaningful themes. Participants was assigned numbers to make identification easier and ensure confidentiality. Meaningful patterns and themes was identified with the use of context analysis (which involved coding the data for certain words, context and identifying the patterns of the code and interpreting their meanings). Sub-themes were identified from the major themes and organized as such with statements and quotations form the participants to explain the findings. Comments was made by researchers to indicate and discuss key points which emerged from the themes. 3.9 Ethical Consideration The researchers will seek the permission from the sampled schools with a written letter from the Department of Sociology and Social Work, KNUST. The consent and willingness of individual respondents will also be sort. The researchers will explain to the participants the purpose of the research and further ensured their confidentiality and anonymity. Respondent was made to know that their participation and cooperation for this study is voluntary, that is they have the right to 25 withdraw from the study at any time without any consequence or not answer any questions that they deem uncomfortable. And also, their participation or non-participation in the project will not pose as any harm to them. All these was made known on the interview guide. 3.10 Summary of Chapter The chapter presents the geographical area in which the study will take place in The Oforikrom Municipal Assembly in the Asante region of Ghana and discusses the research methods to be used to carry out the study. The research designs adopted is qualitative designs with focus on content analysis. Purposive sampling procedures was used to select 6 head teachers and 12 other teaches from 6 sampled daycare centers in Oforikrom Municipal Assembly for the study. The data was analyzed, using the content analysis process. Finally, the chapter provides the ethical considerations that was ensured throughout the study. 26 CHAPTER FOUR PRESENTATION OF RESULTS 4.0 INTRODUCTION The purpose of this study was to examine the strategies daycare centers, adopt to ensure the security and safety of children during drop-in and pick-up from school, within their school environment and with regards to the health, sanitation and hygiene of children in the school and also the challenges they face in trying to execute those strategies. Using an explorative, qualitative approach with semi-structured interview guide, data was gathered from the directors/managers and teachers of three daycare centers. The interviews were analyzed through coding and thematic analysis to identify emerging themes. This chapter provides the demographic details of participants and major themes as well as sub-themes. Participants’ quotes are included to support the themes presented. 4.1 DEMOGRAPHICS OF PARTICIPANTS The sample consisted of the manager/director and any other teacher from there different daycare centers namely, Ideal World Academy, Grammy Arms Daycare and KNUST pre-school. All were selected from different communities in the Oforikrom municipality. All participants had an average of six years of work experience in their current practice was reported. Most of the sample consisted of full-time employees and a voluntary worker. The names of participants were not taken into consideration as the principle of confidentiality was being applied thus, numbers were assigned to the participants as shown in table 4.1. 27 Table 4.1: Demographic characteristics of Participants PARTICIPANTS PSEUDONYM QUALIFICATION EXPERIENCE(YEARS) Ideal World Academy Teacher/In charge W1 Degree in basic education 5 Years Teacher W2 SHS certificate 6 Months Grammy Arms Daycare Master’s in Business Manager G1 2 Years Administration Diploma in Basic Teacher G2 8 Months Education KNUST Pre-School Headmistress K1 Degree in 5 Years Teacher K2 Degree in basic education 5 Years 4.2 CHILD PROTECTION STANDARDS IN DAYCARE CENTERS Participants were engaged about the child protection standards they adhere to in their various schools. From their response it was found that most of the schools don’t have a laid down child protection policy or ‘dos and don’ts’ list that guides their activities in the school with regards to their relations or dealing with the children. It was also revealed that the teachers and other staffs do not get any child protection training through workshops or seminars on a regular basis to keep them updated on child protection practices. Every teacher does what he/she thinks it’s right for a child. Below are some responses relating to this; 28 ‘’Oh ok, here there is no beating or hitting of children. You only have to talk or direct the child and you don’t have to shout at them and you don’t insult them too. Errm that’s all you just have to handle them well.’’ (W2) ‘’We don’t actually have any list/document on the do’s and don’ts but as care givers you have to know what to do foe a child and what not to do’’. (W1) ‘’.... I may not be able to tell you some but we help the children as our slogan goes, ’We help the children to grow intellectually, spiritually and physically, and all things that goes into making a child attain that, mmm, that’s what we do.’’ (G1) These responses clearly show that they don’t have documented child protection policy or rules and regulations that guides their practices as an institution in relation to the protection of their children. Findings related to objectives 4.3 STRATEGIES DAYCARE CENTERS, ADOPT TO ENSURE THE SECURITY AND SAFETY OF CHILDREN DURING DROP-IN AND PICK-UP FROM SCHOOL. The first objective of the study sought to examine the strategies daycare centers, adopt to ensure the security and safety of children during their drop-in and pick-up from school. Here, the researchers wanted to the regulations put in place to ensure that the child is been brought into the school safely and picked up by the rightful persons only. Extracts from the participants revealed the following themes; Dropping off and picking up children by adults, Territoriality (compound fence) and Access control, and Authentication and Records keeping. 4.3.1 Dropping off and picking up children by adults. In this study it was observed that most children come and leave the school in the company of their parents/guardians and others through their school bus system. This prevents them from been 29 exposed to dangers of being hit by speeding motorcyclists, kidnapping, bullying by older children, among other dangers. These are direct quotations from the respondents in relation to the above theme; ‘’Kids are not allowed to walk in the school or come alone for any reason.’’ W2 ‘’Yeahrr, that one their parent bring them or sometimes their(parents) driver.’’ (W1) A head teacher indicated the system they use. ‘’…we have two ways of bring the children to school. One is that their own parents driving them in and bringing them to school……… Another way of bringing them is that, we have a bus system and to ensure the safety of the children, we have put in a teacher the child knows and so he goes with the driver and he is also responsible for picking the children from their homes or their mothers……’’ (G1) 4.3.2 Territoriality (compound fence) and Access control Territoriality entails the use of physical elements to create a sense of ownership among learners and educators. It refers to the physical guidance of people coming into and going out from a space. It was realized that all the schools at least have a territoriality or compound fence and most of them has a manual access control system. Here are some responses from the participants; ‘’With that issues of compound fence and access control, we have security personnel out there so you cannot just walk in like that without his notice or permission. You need to inform him about your mission before you are allowed in here.’’ (W2) 30 ‘’With that issues of compound fence and access control, we have security check point so before a visitor gets in our premises you would be asked to provide name and telephone number before you would be allowed to get in and wait for the person you are looking for. We don’t allow visitors to enter into various classrooms unless someone has attended to you and know what exactly you want and even when you’ve been given the access to the classroom there is a certain limit for outside person irrespective of status to the teachers or the wards.’’ (G2) 4.3.3 Authentication and Records keeping From the findings it was clearly discovered that the details of people that can come in for a child were taken during the admission of every child and such persons should be adults (18 years and above). Records of a child’s coming in and going out of the school premises were taken on a daily basis including details of the one who them brought in /picked up the child. Below are responses related to this theme; ‘’…we have a list of people who can come and pick-up a child in our records, so each child and the people that can come and pick him. So if you are not on the list you cannot come and pick the child. We also record the time the child is brought into the school and the details and signature of the one who brought him, we do same during pick-up too every day’’. (W1) A teacher added; ‘’People who are allowed to pick-up kids are people whose name and details are already provided in the child’s pick-up form filled and signed by parents. Such persons should be adults [not less than 18 years old].’’ (W2) 31 ‘’Err, at the counter, when they get to the classrooms, they write down their names and sign, indicating that they put the children in our care and they are received at that point.’’ (G1) 4.4 CHILD PROTECTION WITHIN THE SCHOOL ENVIRONMENT Part of the overall study was to examine the strategies day-care centers adopt to ensure the child’s protection within their school environment. Responses were taken from the head/ proprietor as well as a teacher in each school. The data gathered provides answers to the above question. The themes developed for the objective was the child’s protection during the indoor hours, the child’s protection during outdoor hours and firefighting. Each theme has its own sub-themes. 4.4.1 ENSURING CHILD PROTECTION WHILST INDOORS In the interview, the heads and the teachers of the various schools were asked questions regarding the arrangements put in place and what they do personally to ensure that children are protected from any form of harm when they are in the classroom. They responses has been grouped under the following; 4.4.1.1 Physical infrastructure The physical infrastructure here refers to how the classroom is structured and how it can pose or prevent danger/treat to the child. Some head stated how suitable their infrastructure is, ‘’ Yh, we have glass titled doors, err, we have glass doors and we have an open window but we have try to secure it with another, err, errm, with burglar proof or something, yh, so that the children will not go through the glass accidentally and we have all those in place and even within the classrooms we have guards to guard at the entrance and to prevent the children from coming out during classes hours because we want the child to 32 be where we want them to be at any point in time. Ohhhh, the chairs are all plastic and you know on unique thing about this place is that we have space, yes. So, unless you run into a wall or something, Ahaa, which we highly discourage and even the wall, I’m thinking that somebody may get hurt because there’s a pillar in between so I’m thinking of putting a foam around it so if I get the right materials, Yh.’’(G1) Another head was lamented on how their physical infrastructure are not in best shape, ‘’ Oh for our physical structure for now it is not the best, because the structure is errm we are going by what GES is doing and due to political reasons they have been changing it from time to time.’’ (K2) A teacher also stated; ‘’ Ok in the classroom to we use a soft carpet on the floor to prevent them from been hurt when they fall and to protect their knees too because most of them like to crawl. We also try to keep all playing materials from them when not in use. No, they are not hanged o the wall they are kept in a separate place’’(W2) 4.4.1.1 Supervision Some of the heads of the various school heads/managers said that they can’t always be in the classroom to supervise. Because of this they have installed CCTV Cameras in the various classrooms to supervise the activities of the teachers. Below are some of the responses; ‘’ In the classroom we have two teachers and at most 10 children. It’s spacious to allow ventilation and free movement of children without crash. We have CCTV cameras that check the activities of teachers as well.’’ (W1) 33 Another head added that; ‘’ And we also have cameras in all the rooms so that we can monitor what’s going on.’’ (G1) 4.4.1.3 Corporal Punishment The findings revealed that the use of corporal punishment as a way of disciplining children was not allowed by almost all daycares. The use of canes on children can cause physical harm like cuts, bruises, scars, etc. Most of the heads stated in the responses that they have placed a zero tolerance on the use of canes. One head stated: ‘’ And to the teacher to child harassment, we also have a policy of always training and the policy is that we don’t touch a child, no matter what the child has done, don’t touch the child. At the least provocation or when you see anything going wrong, we quickly draw the attention of the teacher and we have cameras to prove and we find you abusing a child, you might have to go home because we didn’t bring you here to bully someone’s child, so we have a strict rule in terms of that.’’(G1) Some teachers stated that they were not allowed to cane the children. One teacher said that; ‘’ For staff, like when I came we were being told not to ever beat a child no matter the circumstance but rather we should guide/correct them when they make mistakes and not to let them do something on their own without we been closer to them. (W2) ‘’ We don’t have even cane here; we don’t use cane. It’s just punishment maybe go and face the wall and the person would be there. This time you won’t play with the friends. The person would be in the classroom whiles watching the peers 34 playing but you could see it has affected the child that he or she may get sad or cry. Even our pointer here is not cane.’’ (G2) 4.4.1.4 Peer Bullying Under the brother theme ‘’ensuring child protection whilst indoors’’, it was discovered that some children in the same classroom sometimes tend to bully their classmates based on their physical stature, age or experience from home. One head responded to this by saying; ‘’ OK, what we have in place here is that, you know every child is different, we have every stage of children, so we segregate them according to the ages because it is found out the bigger the child, the more prone he is to bully the younger ones, Yes. So when we notice that, even within a class when we will notice that one is becoming stronger and more domineering and his or her intellectual capabilities has improved, we quickly move the person to the next class where he meets his peers to reduce that.’’ (G1) Another respondent stated; ‘’maybe some objects they have around them, but we have warned them not to use them to hit their friends so that they are safe’’ (K2). 4.4.1.5 Suitability of Playing Materials Children in the day-care centers have different kinds of playing materials to keep them entertained and sometimes are used to teach them. We asked the participants on the type of playing materials they have, their suitability and how they are being maintained. Below are some of the responses; 35 ‘’ we have cars and plastic houses they can slide or pass through and they are fixed together. There are no metal ones. We also have toys and dolls in the classrooms’’ (W2) ‘’ We don’t have any metallic object as part of their play materials; they are made of plastic/rubbers. With the cars usually it’s the tiers that shake and when it happens like that we either repair or replace them depending on the problem/fault.’’(W1) ‘’Yh, we clean them (playing materials). And we see sharp edges, we call people to come and smoothen it and when there’s an accident we try to investigate what happened, so we do clean them. In fact, they don’t go out until they are clean, yh, so we do clean them’’ (G1) ‘’ They have Legos for building what they want to build from imagination, we have toy cars. Every class has his own toys. The toys are not meant to be brought out. We do normally wash them each and every Friday together with most of the materials we do use in the class to keep it hygiene’’(G2) 4.4.2 ENSURING CHILD PROTECTION WHILST OUTDOOR The researchers also engaged the heads and the teachers of the schools to know what they do to ensure that the children are protected from any form of harm when they are outside the classroom(outdoors). Thus, during break time or closing hours yet within the school premises. 36 4.4.2.1 The Playground Most of these day-care centers have big playgrounds for the children. One key question that was asked was how the playground was kept clean and accident free or childproofed to avoid the children getting hurt. Below are some responses related to this theme; One teacher stated that; ‘’ In our environment as you can see around we don’t actually has anything that can hurt a child during play weather indoors or outdoors. (W1) Another teacher also commented that; ‘’ we sweep the compound every morning and inspect it as we sweep to see that there is no harmful object or condition there and also make it clean. There is a grass like carpet laid outside for them to play on as you can see to prevent them getting injured when they fall, like their body will not scratch on the floor.’’(W2) 4.4.2.2 Supervision during Playtime When the children go outside to play, the teachers go out with them to supervise, and so, we asked how is the supervision done and both the heads and the teachers commented on this question. Below are some responses relating to this subtheme; ‘’ Ok always go out with the children, each class is having two teachers so whiles teaching the other one would be there doing other things but not leaving the class. (G2) ‘’ During playtime, their attendance is with them outside. Each class has two attendances so when its break time they go with them. Yes, that’s when they come for the first term, but as time goes on they will desist from it.’’ (K2) 37 4.4.3 FIREFIGHTING The participants were asked about their preparedness to respond to any fire emergency. Findings deduced from the responses indicates that most of the daycares are prepared to primarily respond and manage any fire outbreak whilst they call the fire service. Below are some responses from some of the participants: …we have some fire extinguishers. Even the teachers have been trained on those things, from protection against fire and even had a lot of seminars about it. (K2) … we have a fire system in place. We invited the fire service to train our staff in, in, fire safety and then we also have extinguishers installed at vantage point, we have our fire system, alarms outside, so once a while we have a fire drill to bring all the children, blow the alarm and they all come out at certain point and then we pick it from there… (G1) We have a fire extinguisher for primary use before we call the fire services in case there is a spark of fire. And we are also planning to install fire alarm as well. (W1) 4.5 CHILD PROTECTION WITH REGARDS TO FEEDING, HEALTH AND HYGIENE IN SCOOL The study also aimed at examining the strategies day-care centers put in place to ensure the protection of children in their schools with regards to the feeding and nutritional needs of children, the sanitary facilities available, how their health needs are being carted for whilst in school and how hygienic the school environment is. Responses were taken from the head teacher/ proprietor as well as a teacher in each school. The data gathered provides answers to the above question. 38 The themes developed for the objective was feeding practices, health and hygiene. Each theme has its own sub themes. 4.5.1 FEEDING PRACTICES In the interview, the heads and the teachers of the various schools were asked questions regarding the source of the food they give to the children and the mode in which the children are been fed. Their responses have been grouped under the source of food and feeding. 4.5.1.1 Source of food Participants were asked about the source of the food they feed the children. Some questions about the mode of feeding were also asked and this makes up the sub themes. From the responses it was revealed that some schools cook for the children whilst in other schools the children brings their own food. Schools that provide food for the children were asked about how nutritious their food was and the conditions for recruiting their cooks; ‘’Yh, ok, we have a cook and the cook must have a health certificate. Mmmm, not necessarily, he Ermmm might not had any vocational training that is not, err, but we insist on someone who has done it before and someone who is strong enough to cook and the most important thing is the health status of the person, Ermmm, so she cooks for the whole school; the children and the teachers’’ (G1) ‘’They all are part of our staff, they actually errm do in service training for them. Ummm not long ago errrm the university embark on food vendors training, everybody who deals with food on campus need to do this errm was it training? it wasn’t training it was check, they check them. So they came here they took blood samples, they took saliva things like that just to make sure they are in good health. 39 So we do them and give them training and the university is also particular about it in good health. So people in science and from sciences came and conducted something from them’’. (K1) A head teacher also stated that they don’t cook for the children so they don’t even have cooks but the children bring their own foods from their various homes. She stated that; ‘’Ok, we don’t cook for them, they come with their own food’’ (W1) A teacher also stated that they practice both methods too. That is, they cook for the children and children bring in their own food as well; ‘’Ok they eat twice in the day. One is school canteen and the afternoon the lunch is what they bring from home’’ (K2) A head teacher also spoke about their meal combination and how they design their menu to ensure the children eat a balanced die; ‘’So every time, they don’t eat one thing twice. They have things like diehuo on it, they have banku, rice, and they have beans and gari, Ahaa, things like that on it. They eat well; chicken, meat and fish always goes with it so we make sure that the children are fed well. (Then they are having a good time here), they are really enjoying here, hahaaha (laughs). Hmmm’’ (G1) 4.5.1.2 Feeding The researchers also engaged the participants about how the children are been fed since they are young. It was also discovered that the some of the children were fed by the care givers whilst 40 others were allowed to feed themselves under supervision depending on their age and how active they are. A head teacher responded by saying; ‘’And, Ermmm, for the feeding. I don’t do it but for the very young, they are fed with spoons and whatever, yh, and the slightly older one are taught how to eat but somebody is there to help them if they are not doing it well and for the other two classes, only a few don’t know how to eat but most of them can’’ (G1) Another head teacher also added; ‘’Feeding some of them those in the upper can eat by themselves but we make sure each and everybody has his or her own bowl. Most of the time we encourage them to use spoons’’ (K1) 4.5.2 HEALTH The Health and well-being is paramount to a child’s development and not ensuring that a child is healthy enough is a form of a neglect. Health was a main theme under this main objective. Participants were asked concerning how they ensure that the health needs of children are taken care of. Some questions about their school health personnel, first aid administration and health emergency managements were asked and these make up the sub themes. 4.5.2.1 Health Emergencies and First Aid The researchers were concerned about how the schools respond to health emergencies, so in the interview the respondents were queried about how they manage health emergencies in case it occurs, weather they have in place first aid in their various schools and who administers it to the children. From the responses it was revealed that all the schools had first aid box/items but some 41 of the schools don’t have qualified personnel who are trained on first aid administration. Below are responses from some head teachers; ‘’We also have a set of items as our first aid and in our admission forms we state it there and parents has to sign that we have the right to administer first aid to their children when necessary’’ (W1) ‘’Yes, we have it and the teachers are taught how to use it the first-aid box. Yh, every class has its own. In fact, one thing is that we also want to know why you want to administer the first-aid box because of that, we have not distributed the first-aid to all the classes because if anything happens, the parents will not come and ask the teachers, but they will come and ask us (the Head), so we have it with the administrator, Ahaa, so it is upon request, that we give you whatever you need’’ (G1) Another teacher also added; ‘’Yes there is first aid but it is not every instant that we give them first aid’’ (k2) It was also revealed that, in managing and responding to health emergences some schools has standby cars specifically to transport children to the hospital when the need and some of the schools also inquires parents and guardians about the health condition their ward has that needs attention. Below are some responses given; ‘’… so before you come to the school, you will fill a form to state all those things which might be in your child, that is, maybe allergic to this or that informs us…’’ 42 Also he added, ‘’there’s always something that we can do, we also have a standby car so that in case of emergency that we can’t handle, we rush the person there (the hospital) before we even inform the parents’’ (G1) 4.5.2.2 School Health Personnel The researchers asked the respondents about the presence of a health worker to cater for and respond to the health needs and emergencies in their schools. From the responses, it was revealed that none of the schools has a full time health worker but works in collaboration with nearby clinics or hospitals to cater for the health needs of the children. Below are some responses relating to this sub theme; ‘’ We have a doctor at a clinic close here. So in case of emergency we send the child there. (W1) ‘’… we are close to the hospital. So the first thing we do is we take them there(hospital)’’ (K2) ‘’The hospital is just here. We just quickly take them there’’. (K1) One respondent explained why his school do not have a school health worker: ‘’Mmmm, Ok, in that regards, we don’t have one stationed here. Because, Ermmm, one; our numbers are small and also, it’s an added cost to us, so what we do is that we invite them once a while to come and give us a talk on some relevant topics we choose’’ (G1) A respondent also said external health workers visits their schools; 43 ‘’In fact, they (health workers) come here a lot from the hospital they come here to immunize them. Not recent we had polio anything that they do for the children the six killer diseases, they come here and because they are children they come and do it for that’’. (K1) ‘’… so before you come to the school, you will fill a form to state all those things which might be in your child, that is, maybe allergic to this or that informs us’’. Also he added, ‘’there’s always something that we can do, we also have a standby car so that in case of emergency that we can’t handle, we rush the person there (the hospital) before we even inform the parents’’ (G1) 4.5.3 SANITATION AND HYGIENE The researchers asked the respondents about the measures used to enhance good sanitation and hygiene in their schools. From the responses, it was revealed that teachers use clogs instead of their own sandals when in the classroom, the have had washing stations with running water available, a staff responsible for cleaning washing and other sanitary works in the school as well as the use of disinfectants to do away with germs and these forms the sub themes for the major theme Below are some responses relating to this theme; 4.5.3.1 The Use of Clogs It was discovered that staffs in some of these centers uses clogs rather than using their own sandals whilst in the classroom. Clogs are sandals with closed-toe design and soles that are shaped to fit your feet. Some respondents stated that they are allowed to wear only clogs in the various classes. One respondent said; 44 ‘’We don’t enter in there(classroom) with our own sandals/shoes, we all change our shoes and use provided rubber slipper inside there in other not to dirty the room because the kids put their hands on the floor most often’’ (W1) Another respondent added; ‘’Here what we do is when we come from home or stepping outside the school premises, we change the shoes that we wear’’ (G2) 4.5.3.2 Washing Stations with Running Water It was also found out that all the schools have hand washing stations with running water in the was rooms. One head teacher explains their school’s source of what and how clean it is. He narrates as follows; ‘’We are having a borehole here and we have about three (3) tanks, so we always have water, running water we don’t fetch. Even though, it is a running water, from, a borehole, we still filter the water before the children can drink, we filter it because we don’t want to chances we go periodically to go and change the filters because that is the same water I always drink in the house so I make sure the water is filtered and the filters are always changed, very clean so their parents don’t even give water to their children like sachets or bottled water’’ (G1) Another head teacher said; ‘’We use running water in the wash rooms, we have soap, sanitizers and T-rolls, towels as well’’. (W1) Some teachers also said they guide children on when to wash their hands and how to the wash; 45 ‘’…And about the hand washing stations, we have taps in there that we use. We guide the big one to wash and we wash for the small ones’’ (W2) Another teacher also commented; Each and every class has one wash room and changing room. So we normally ask them to wash their hands when they about to eat, came back from break and before entering the class to avoid any infection’’ (G2) A head teacher made it clear that they have separate room aside the class room for changing and keeping the children clean when they mess themselves. He stated that; ‘’Yh, we also have a changing room for them even though the classroom is big, they still take them to some room to quickly change them to make them look nice before so we have all those things in place’’ (G1) 4.5.3.3 Cleaning Staff It was also discovered that all the schools have available the necessary sanitation facilities for use and aside the teachers and caregivers in the classrooms one or two other staff who are only responsible for cleaning and keeping the school environment hygienic. A respondent said that; ‘’We have all the major sanitation facilities here and someone who is in charge of that. She takes care of only that for the children’’ (W1) Another respondent added that, ‘’we the place is just too old but we make that the little thing we can di like changing of bin every morning, sweeping around, errrm we have a gutter we make sure the 46 gutter is clean, we clean it and put disinfectant in it. Our toilets they have two girls who work on it’’ (K1) 4.5.3.4 Use of Detergents and Disinfectants The data collected revealed that cleaners are provided detergents and disinfectants to make sure that the place is not just only clean but also free from germs. Some participants responded as follows; ‘’We use Dettol and other detergent to wash them each and every Friday’’ (G2) ‘’We have soap and sanitizers’’ (W1) ‘’we clean it and put disinfectant in it. (K2) From the responses above, it can be inferred that every school have placed into their daily activities ways to ensure good health, sanitation and hygiene for the children in order to protect them from infections or any disease. 47 CHAPTER FIVE DISCUSSION OF FINDINGS 5.0 Introduction The objectives of this study were to examine the strategies daycare centers, adopt to ensure the security and safety of children during drop-in and pick-up from school, to ensure the protection children within their school environment and to ensure the safety of children with regards to health, sanitation and hygiene in school. The research was designed using a qualitative method of research to learn about the strategies daycare centers adopt to ensure child protection in their schools. The data to provide answers for the main and specific objectives of this study were gathered through semi-structured interviews. The study involved the head teacher/manager and a teacher each from three daycare centers in Oforikrom Municipal Assembly in the Asante Region of Ghana. The participants involved in the study showed good cooperation and responded positively to the interview even though some schools delayed the research interview. The transcribed research data relate to the views and suggestions of the respondents with regards to the questions asked during the interview. This chapter seeks to demonstrate the meaning of the findings in the context of this study. 5.1 Child Protection Standards Is Daycare Centers Per the findings of this study, the daycares don’t have a specific guideline or document that regulates their operations with the children in their school hence each daycare does what its assumed to be right. Within the study, participants were engaged about the child protection standards they adhere to in their various schools and from their response it was found that most of the schools don’t have a laid down child protection policy or ‘dos and don’ts’ list that guides their 48 activities in the school with regards to their relations or dealing with the children but does what is assumed to be right based on the individual’s knowledge, experience and personhood. Though this could be based on some already existing child protection regulations, policies and guidelines in Ghana, there is a need to have a unique policy guideline purposely for daycares centers which could be enforced to put them all on the right track. This reaffirms the need for an ideal national standard manual to serve as a reference point for all early childhood education centers, to regulate their establishment and execution of activities and should have authoritative backings to serve as a standard for inspection of daycare centers by the Department of Social Welfare at the district levels as discovered in the literature reviewed for this study. A good example is Kenya’s Safety Standards Manual For Schools in Kenya (2008) by the Ministry of Education, Republic Kenya. It was also discovered thst teacher and caregivers in these daycare centers are not given education on child protection therefore it can be concluded that most of them are ignorant of child protection prenciples as asserted by ( Zamora & Madrigal, 2018) that, though school personnel is considered as professionals, their failure to regularly report cases related to child protection still appears to be a concern. This therefore tells us that even upon getting a an ideal child protection guideline to regulate the activities of daycares centers in Ghana there is a need to also provide compulsory regular child protection education through workshops and seminars to all school personnel which include drivers, janitors caregivers and other staff in these centers to keep them refreshed and updated to enable them identify, prevent and respond to suspected ill-treatment by parents, caregivers and even school staff themselves as asserted in (Fiorvanti & Brassard, 2014) cited in ( Zamora & Madrigal, 2018) 49 5.2 Strategies Daycare Centers, adopt to Ensure the Security and Safety of Children During Drop-In and Pick-Up from School Findings from the study revealed that, in all the daycares centers children are not allowed to come to school or leave the school on their own unless in the company of an adult. This is recommendable because it will help prevents the children from been exposed to dangers of being hit by speeding motorcyclists, kidnapping, bullying by older children among other dangers. This goes in line with the findings of (Mwoma, Begi , & Murungi, 2018) that, to ensure the safety and security of children, they have to be accompanied by an adult (above 18 years) whilst going to and from school. It was also discovered that those that are allowed to pick up a child from these daycares are people whose details are already know and documented right from the first day of admission of a child. On an average, three person’s details are taken per a child. One respondent said that without any of these persons the child will not be released to any other person no matter the excuse that will be given. Though this is a good policy in practiced in these centers it will had been more correct if such individuals were issued identification cards to enhance the authentication of these individuals. Because without ID cards such persons are authenticated by their facial recognition which is not ideal. It was found out that, all the schools at least have a compound fence and most of them has a manual access control system (permanent security personnel) at the school entrance. This allows the school management to control or keep track of parents or guardians bringing in and picking up of children because there is only one entrance in which all this could be done and it is controlled by a permanent security. One participant said this is to prevent intruders from coming in to steal or kidnap a child from their premises. 50 Again, it was discovered that, the exact times of drop in and pick up of children from the schools were been recorded on a daily basis to enable the school management prove the exact time period the child has been under their care and the person who handed the child over to them or took the child away from them. These records are very important because it will help the school management provide vivid accountability backed by evidence when the need arises. 5.3 Strategies Daycare Centers, adopt to Ensure Child Protection Within the School Environment From the findings, it was clear that all the centers worked much on their physical infrastructure and play materials to make sure that it doesn’t pose harm (falling, slipping etc.) to the children under their care which is commendable but most of the infrastructures as observed were not disability friendly. The classes, dining rooms, and other rooms which the children use were not made to caters for the movement needs of the cripple child. It was also discovered that, all the schools had zero tolerance for chill hitting/beating as a form of discipline or correcting a child and to check this and other activities CCTV cameras were being installed in some of the schools to supervise that activities of teachers and care givers by directors’ /head teachers of these centers from their office as the teachers teaches and supervise the children against peer bulling and other actions that may cause harm to the children in the classrooms. This practice therefore helps provide a protectives environment free of poor sanitation, is intolerant of bullying, harassment and physical or corporal punishment as asserted by (Kennedy, 2004) as cited in (Xaba, 2014). It was also found out that in all the centers, supervision of children during playtime is encouraged to help prevent them from getting hurt. This help prevents a lot of accidents that could had been 51 caused if children are to be allowed to play unsupervised. Playgrounds were also childproofed to enable children play around freely without getting hurt even when they fall. But despite the efforts of school management to child prove the playgrounds there is still a challenge that was observed and confirmed by a respondent which should be looked at, thus, there is no shade for children to play under when the sun is hot and because of that they are forced to remain in the classrooms and play whenever the sun is hot. And here is the case sometimes or in some seasons the sun comes very early and remains hot throughout the day, so school management needs to make shades with their compounds for children to play comfortably anytime they supposed to without been restricted. 5.4 Ensuring Child Protection with Regards to Feeding, Health and Hygiene in School From the findings, it was revealed that the schools that provide food for the children has cooks and these cooks and food vendors in the school are tested/screamed medically on a regular basis. This is in line with the MOH regulation that school handlers should have a valid medical certificate from a recognized hospital (MoGCSP, 2018). This is very important because not knowing the health status of cooks who prepare food for school children can be very dangerous since any disease that affects the cook can easily be transferred to the children though their contact with the food they serve the children. Therefore, this exercise should be continued and highly enforced. It was also discovered that some of the children were fed by the care givers whilst others were allowed to feed themselves under supervision depending on their age and how active they are. This is a good child care strategy since with this method the children are been taught how to eat and are allowed to practice eating manners when they are a little bit grown. 52 The responses also revealed that all the schools had first aid box/items but some of the schools don’t have qualified personnel’s who are trained on first aid administration. They having first aid items/boxes is commendable but not having a trained personnel/staff who administers it to the children when the need arises. The first step taken in any health emergency is the administration of first aid and it will not be appropriate if is been administered wrongly or by an untrained person, it could even be harmful. Hence the school staffs need to get training on first aid administration. From the responses, it was also revealed that though none of the schools has a full time health worker, they work in collaboration with nearby clinics or hospitals to cater for the health needs of the children and the school management also inquires parents and guardians about any special health condition their ward has that needs attention. This shows how important they consider the health needs of the children and their pro activeness and preparedness in responding to that. It was discovered that staffs in some of these centers uses clogs rather than using their own sandals whilst in the classroom. This a good practice since it prevents them from carrying dirt into the classrooms and in case they mistakenly step on the feet of a child it will not hurt much. It was also discovered that all the schools have available the necessary sanitation facilities with running water for use a separate room aside the classrooms meant for changing and keeping the children clean when they mess themselves and also aside the teachers and caregivers in the classrooms they have one or two other staff who are only responsible for cleaning and keeping the school environment hygienic. They are provided detergents and disinfectants to make sure that the place is not just only clean but also free from germs. The implementation of all these measures shows how the management concerned and prepare they are to ensure good sanitation in their environment for the children in order to protect them from infections or any communicable disease. 53 We can therefore deduce from the above discussions that it is true as asserted by Katsakiori et al., (2009) as cited in Mwoma, Begi , & Murungi, (2018) that the solution to reduce or avoid accidents and injury in daycares centers and ensure the protection of children within the school is in the control of the management and that Heinrich's domino theory can be applied to the school environment in the sense that it is the managers and teachers who should ensure that conditions which may cause accidents and injury and insecurity to children are removed. The managements of these daycares centers accepts this and play their role to the best of their abilities to ensure the wellbeing and safety of children in their school. All the measures put in place in these daycare centers are geared towards significantly reducing the chance of the injury, harm, insecurity, threat or loss occurring from the child coming into the school, within the school environment until the child is been picked up/handed over to the right person or guardian. 54 CHAPTER SIX SUMMARY, RECOMMENDATIONS AND CONCLUSION 6.0 INTRODUCTION This chapter concludes the study. It presents a summary of the main findings, offers policy alternatives/recommendations based on the findings and implications that emerged from the present study. 6.1 SUMMARY OF FINDINGS The study conducted will add to existing literature on in the area child protection specifically, enhancing child protection in daycare centers. Chapter one of the study looked at the background of the study considering a holistic view of child protection in daycare centers from the global, African and Ghanaian perspectives. Chapter two highlighted on literature review. The literature was reviewed theoretically and empirically based on the various objectives. Chapter three highlighted the methodology used as well as the procedure utilized in collecting the data. The fourth chapter identified themes that emerged from the data gathered from participants’ narratives in accordance with the research objectives. The final chapter put forward the study’s contribution to literature. 6.1.1 Child Protection Standards Is Daycare Centers The study sought to find out the child protection standards adhered to by these daycare centers and the responses revealed that the center staff and personnel’s try to protect the children in the way they think is right based on but has no laid down child protection guideline/instruction or policy that guilds their activities with regards to dealing with the children. 55 This implies that each teacher’s right way of protecting the children will be based on the his/her knowledge, experience and personhood. Though this could be based on some already existing child protection regulations, policies and guidelines in Ghana, there is a need to have a unique policy guideline purposely for daycares centers which could be enforced to put them all on the right track. This is not appropriate because an action such as (hitting or insulting) might seem not to be anything wrong to some individuals yet it is a form of abuse in the context of child protection. 6.1.2 Strategies Daycare Centers, adopt to Ensure the Security and Safety of Children During Drop-In and Pick-Up from School Part of the overall objective of the study was to find out from participants the strategies they adopt to ensure the security and safety of children during drop-in and pick-up from school. The responses given by these respondents were that, it was mandatory for parents and guardians to accompany their children to school and the person to accompany a child especially during pick up should have his/her details known and documented in the school. Moreover, they have compound fences and with permanent security at their gates to prevent intruders. Details and times of children coming in and leaving the school was also recorded on a daily basis to enhances accountability. This implies that daycare centers make sure that children are not left alone on the street to come to the centers or leave the center but should be accompanied by an adult to ensure their safety. And also such adults are well known to both parties (school management and parents) to avoid impersonation that may lead to child stealing or kidnapping. The only challenge is that the persons to pick up children from these schools are not given any special identity to be presented for authentication before a child is released to them. Both drop in and pick up times are put into records including details of the adult involved to enhance records keeping and accountability. 56 6.1.3 Strategies Daycare Centers Adopt to Ensure Child Protection Within the School Environment Another objective of the study was to examine the strategies daycare centers adopt to ensure child protection within the school environment both indoors and outdoors. The data collected revealed that the managements of these centers gives much attention to their school environment, they make sure that they provide a comfortable infrastructure to contain children as well as suitable playing materials. They also have zero tolerance for bulling and corporal punishment of children in the name of disciplining them. They all have fire extinguishers which shows their preparedness to manage fire within their environment as they call and wait for fire serves. The only drawbacks observed and confirmed by some respondents is that their infrastructures are not disability friendly and their playgrounds has no shades to enable children use it when the sun is hot. This implies that though there are playgrounds with suitable play materials in the schools for children to use they are restricted to come out and play when the sun is hot or are forced to play in the hot sun which is not good for the health of a child. Secondly since their infrastructures are not disability friendly, it means children with some form of disability are not welcomed in these schools (which is discriminatory) or will be restricted to access some places within the school environment. 6.1.4 Ensuring Child Protection with Regards to Feeding, Health and Hygiene in School The final objective of the study was to examine the strategies daycare centers adopt to ensure the protection of children with regards to feeding, health and hygiene in school. The data collected revealed that all cooks and food vendors in schools that provide food for children are tested/screamed medically on a regular basis in line with the MOH regulation for school cooks. The little children are fed by the care givers whilst others were allowed to feed themselves under 57 supervision depending on their age and how active they are. All the schools had first aid box/items but some of the schools don’t have qualified personnel’s who are trained on first aid administration. The drawback is that most of them do not have trained personnel/staff who should administer this first aid to the children when the need arises so it can be done by any staff of the school. It was also found that though none of the schools has a full time health worker, they work in collaboration with nearby clinics or hospitals to cater for the health needs of the children and the school management also inquires parents and guardians about any special health condition their ward has that needs attention. Staffs in some of the centers uses clogs rather than using their own sandals whilst in the classroom to prevent them from carrying dirt into the classrooms. All the schools have available the necessary sanitation facilities with running water for use a separate room aside the classrooms meant for changing and keeping the children clean when they mess themselves and also aside the teachers and caregivers in the classrooms they have one or two other staff who are only responsible for cleaning and keeping the school environment hygienic. They are also provided detergents and disinfectants to make sure that the place is not just only clean but also free from germs. 6.2 RECOMMENDATIONS The study makes some recommendations. The recommendations made in this section are based on the findings and implications that deduced from the present study: First, the government of Ghana should collaborate with the Ministry of Gender Children and Social Protection, the Department of Social Welfare and other stakeholders to develop a guideline or ideal national standard child protection manual to serve as a reference point for all early childhood education centers, to regulate their establishment and execution of activities and should have 58 authoritative backings to serve as a standard for inspection of daycare centers by the Department of Social Welfare at the district levels. Second, all daycare centers both existing and new ones to be established should make sure that there is a sort of shade weather natural (big trees) or manmade(tents) covers all or substantial part of their playgrounds to enable children play in the outdoors even when the sun is hot. Third, daycare centers both existing and new ones to be established should make sure that their infrastructure is disability friendly to be able to contain disabled children and make the participate and function effectively in the school. Further, managements of day care centers should make sure that they seek basic health education from health workers for all or some of their staff to enable them identify health irregularities symptoms early for medical attention and also train staff of first aid administration/dispensation if they can’t afford to hire a full time or part-time health worker for their school. Finally, in other for daycare centers to fully ensure the safety and security of children to prevent impersonation of parents/ guardians which can result in child stealing or kidnapping, rightful person who are allowed to pick up a child from a daycare center should be given identification cards (ID Cards) endorsed by that particular daycare so that individuals could be authenticated before been allowed to pick up a child from their center. 6.3 CONCLUSIONS This study has explored the strategies daycare centers, adopt to ensure the security and safety of children during drop-in and pick-up from school, to ensure the protection children within their school environment and to ensure the safety of children with regards to health, sanitation and hygiene in school. It was identified from the study that the daycare centers have no laid down child 59 protection guideline/instruction or policy that guilds their activities with regards to dealing with the children. Secondly, they have compound fences and with permanent security at their gates to prevent intruders and it was mandatory for parents and guardians to accompany their children to school and the person to accompany a child especially during pick up should have his/her details already known and documented in the school. Moreover, the schools make sure that they provide a comfortable infrastructure to contain children as well as suitable playing materials with the drawback been that their infrastructures are not disability friendly and their playgrounds has no shades to enable children use it when the sun is hot. Lastly, all their cooks are tested/screened regularly, they have first aid boxes, collaboration with nearby clinics or hospitals to cater for the health needs of children and makes sure their environment is not only clean but also free from germs. In light of this, it is suggested that the daycare center management should make their infrastructure’s disability friendly and provide shades to cover their playgrounds. Also daycare management should provide parents with ID cards to facilitate authentication during pickup of children. they should seek basic health education and training for their staff especially on first aid administration. Finally, the government of Ghana should collaborate with the Ministry of Gender Children and Social Protection and other stakeholders to develop a guideline or ideal national standard child protection manual to serve as a reference point for all early childhood education centers to regulate their establishment and execution of activities. It should have authoritative backings and should serve as a standard for inspection of daycare centers by the Department of Social Welfare at the district levels. 60 REFERENCES Al-Qaysi, N. (2018). The Impact of Child Protection Policy on Omani Classroom. 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ASEAN Journal of Education, 4(2), 22-34. 64 APPENDICE INTERVIEW GUIDE QUESTIONS. INTRODUCTION Child Protection Within Daycare Settings: The Strategies Of Selected Daycares in Ghana. This research is to explore the strategies daycare centers adopt to ensure the protection of children in their care. The study is part of the requirements for the award of Bachelor of Art Degree in Social Work at KNUST. We assure you that all information provided will be treated with utmost confidentiality and used for only academic purposes. You have the ultimate right to determine either to participate or not in this study. Again, you can choose not to answer any question that you are not comfortable with. We would be highly grateful if you could help in this study by participating fully. Thank you for your time. BACKGROUND INFORMATION ON PARTICIPANT 1. Could you kindly tell us something brief about yourself, with regards to:  Educational background  How long have you worked in this daycare center?  Your job description 2. Tell us about some of the child protection standards your school adhere to. Child protection during Drop-in and Pick-up 1. Tell us about how students come in and leave the school 2. What arrangement are put in place to protect children during their drop-in and pick-up from school? 3. Tell us about how secure your school is for children.  Firefighting, in case of emergency 65  Compound Fence and entrance permission Child protection during school hours. 1. How do you ensure a safe and secure school environment for all children?  Physical infrastructure  Educational/Awareness programs (bullying and harassment) 2. Tell us about the outdoor activities of children and how you ensure their safety during playtime?  Peer bullying  Supervision 3. Tell us about the play materials they use and its and maintenance 4. Tell us about how you ensure the safety of children in the classroom. Child protection with regards to feeding, hygiene and health 1. Tell us about the child feeding practices in your school and the processes involved in recruiting cooks for the school? 2. How do you manage health related issues in your school?  What measures are in place to take care of health emergencies?  Availability and administration of First Aid  Presence of a health worker (fulltime/part-time) 3. How do you maintain good sanitation and proper hygiene in your school?  Existence and suitability of sanitation facilities  Hand washing stations with soap and towels  Running water 66 Exit questions 1. Are there some aspects that you believe you can improve on but are ill-equipped to do so? 2. What do you think must be the role of the state in enhancing the ability of daycare centers to enhance the wellbeing of children? 3. What role should parent play to complement the efforts of daycare centers in protecting children? 4. Is there any other that you will like to add before end this interview? Thank you very much. 67