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The most important professionals involved in child protection are those in early childhood care and education. That may surprise you, given that this importance is not widely acknowledged by universities, child protection agencies, education authorities or even professional associations. Some university deans and teachers’ unions deny that child protection is relevant to educators, despite the Federal Government’s Safe School Framework to be adopted nationwide in 2006.
So why are early childhood professionals so important?
First, young children are the most vulnerable to all forms of abuse, given that they are easily manipulated and powerless, being wholly dependent on adults for their care and safety.
Second, most abuse victims attend early childhood centres or schools.
Third, early childhood professionals have a background in child development and their professional role involves the observation of children, noting changes in their behaviour and responding to special needs.
In 2002-3, I was child protection consultant for Minister Brendan Nelson’s Safe School Framework. This involved meeting with representatives from all education sectors. Early childhood administrators confirmed that one of the most unpleasant problems facing staff today is the highly sexualised preschool child who seeks or offers oral sex. Staff tend to dismiss this as early sexual curiosity or ‘maybe the child has seen pornography or parents engaging in sex’. Exposing children to pornography constitutes child abuse and should be reported. Sexual curiosity involves equal sharing: ‘You show me yours and I’ll show you mine’, looking rather than touching. Sexual curiosity does not involve sexual demands, the insertion of objects or the use of tricks, bribes or blackmail. An obsession with sex is likely to be an indication that the child has been abused. Such situations should be reported to child protection services for assessment and possibly treatment.
When sexually abused children are unable to talk about what happens, they often give clues in their behaviour and artwork. The child who has to provide oral sex may draw a large oval mouth with exaggerated jagged teeth. While the child looks sad, the abuser is usually depicted with a grin. Children who feel helpless may draw self-portraits as armless when other figures have limbs. Those who carry the burden of a terrible secret may draw themselves mouthless or even faceless when pictures of others have facial features. Victims may use angry colours: red, purple and black, when a range of colours is available; they may also use phallic symbols or draw outsize erect genitals on male figures. Uninformed teachers tend to respond with shock rather than ask artists who is in the picture, what is he doing and where this happens. I should emphasise that not all abused children give artistic clues and a lack of them should not be interpreted as evidence that a child has not been abused. Telltale drawings usually confirm teachers’ pre-existing concerns.
So how can we help?
Teachers are often told not to ask questions because you might ‘contaminate the evidence’ – but without adult witnesses, offenders are rarely prosecuted. Without putting words into children’s mouths, the more information you can provide, the more likely there will be an investigation. If you ignore cries for help, you allow abuse to continue. Professor Bruce Perry (who has presented at several international and Australian child abuse conferences), has research which shows that trauma associated with abuse can cause irreparable brain damage in victims under the age of four.
As responsible early childhood educators, we must ensure that we are sufficiently knowledgeable to identify and report abuse, and provide support to victims. We can also help children to stay safe by introducing explicit, developmentally-appropriate child protection curriculum. The South Australian Department of Education and Children’s Services is currently trialling a new program catering for child care through to Year 12. Young children can be taught personal safety skills and will practice them if activity methods are used with reinforcement. Our research confirms US findings that the children with the best safety knowledge and skills are those who have undertaken a comprehensive child protection program with parental reinforcement. In New Zealand (Briggs & Hawkins, 1996), parents are told what is being taught, why it is taught and how they can help. This minimises the risk of parents accidentally undermining the program by promoting secrecy, not listening to children and defending those who touch them inappropriately. Parents consistently said that the program resulted in more open relationships, and more confident children who knew their rights and what constituted reportable behaviour.
Although it seems unfair that children should have to take responsibility for protecting themselves from adults, safety strategies are sadly necessary in today’s society. Given that the so-called justice system does not protect young children, safety programs are essential. However, unless we tell parents how they can help, they may unwittingly undermine all that has been taught.
Freda Briggs AO
Emeritus Professor
Child Development
Division of Education, Arts and Social Sciences
University of South Australia – Magill Campus
Reference
Briggs, F., & Hawkins, R. M. F. (1996). The evaluation of Keeping Ourselves Safe with intermediate school students and their parents. University of South Australia. A report for the Commissioner of Police and Minister of Education, NZ.
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