Resumo Objetivo. Este artigo científico apresenta uma investigação qualitativa que analisa criticamente os imaginários colectivos sobre a infância e a escola maternal de três gerações. Metodologia. A pesquisa, enquadrada no paradigma qualitativo-interpretativo, utilisou 45 entrevistas semiestruturadas com pessoas, organizadas em três grupos etários (15-24; 25-54, acima de 55 anos) não vinculados à escola. Resultados. Entre os resultados, destacam-se uma visão limitadora da infância, atravessada por noções de inocência e vulnerabilidade (sobretudo nos participantes mais velhos) e propedêutica. Uma visão essencialista, embora menos frequente, é mais proeminente entre os homens. Da mesma forma, em relação à escola, predominam as funções de assistência, protecção e cuidado (mais presentes nos homens) e de preparação, tanto académica (nas faixas etárias mais jovens) quanto social (participantes mais velhos). Conclusões. Por fim, os dois anos de idade parecem ser a idade que a maioria dos participantes considera ideal para iniciar o ensino pré-escolar.

Resumen Objetivo. En este artículo científico se presenta una investigación cualitativa que busca analizar críticamente los imaginarios colectivos sobre la infancia y la escuela infantil que poseen tres generaciones. Metodología. La investigación enmarcada en la paradigma cualitativo-interpretativo despliega 45 entrevistas semiestructuradas a personas, organizadas en tres grupos de edad (15-24; 25-54; más de 55 años) no vinculadas laboralmente con la escuela. Análisis de resultados. Entre los hallazgos destacan: una visión limitante de la infancia, atravesada por nociones de inocencia y de vulnerabilidad (especialmente en las personas participantes de más edad) y propedéuticas. Una menor manifestación tiene la visión esencialista, más destacada en los hombres. Igualmente, en relación con la escuela, preponderan las funciones de asistencia, protección y cuidado (más presentes en los hombres) y preparatoria, tanto académica (en grupos de menor edad), como social (participantes más mayores). Finalmente, los dos años aparecen como la edad que gran parte de las personas participantes considera óptima para iniciar la escuela infantil. Conclusiones. Concluimos resaltando la necesidad de caminar hacia políticas educativas basadas en la equidad y los derechos de la infancia, a sabiendas de que las políticas de los hechos son las que animan las transformaciones en los imaginarios sociales.

Abstract Purpose. This scientific article presents a qualitative project aimed to critically analyse the collective imaginaries of childhood and nursery school held by three generations of children. Method. The research, framed within the qualitative-interpretative paradigm, used 45 semi-structured interviews with participants organised into three age groups (15-24, 25-54, and over 55) who were not professionally affiliated with the school. Findings. The study reveals the following key findings: a limiting vision of childhood, crossed by notions of innocence and vulnerability (particularly in older participants) and propaedeutic. An essentialist vision is less prevalent, especially among men. Likewise, in relation to school, the functions of assistance, protection and care (more present in men), and preparation, both academic (among younger participants) and social (among older participants), are dominant. Finally, the majority of participants identified age two as the optimal age to begin early childhood education. Conclusions. The study concludes by emphasizing the need for educational policies prioritizing equity and children’s rights, recognizing that policies of the facts are those that encourage transformations in social imaginaries.

Breastfeeding is considered a key strategy in reducing infant mortality rates and is therefore recommended by international organisations, such as the World Health Organization (WHO) and the United Nations Children's Fund (UNICEF). In addition to effectively reducing infant mortality rates, breastfeeding offers health benefits for the mother and is considered economical and environmentally friendly, benefiting society as a whole. Despite all these benefits, there exists a perception that breastfeeding in public constitutes a lewd act and is therefore immoral. This perception has led to unfair discrimination against mothers who breastfeed in public, which we argue violates their right to autonomy and deprives their children of the right to basic nutrition. We propose Ubuntu lactivism as a movement to protect and advocate for the rights of women who want to breastfeed to be able to do so anywhere and at any time without prejudice or obstacles. Ubuntu lactivism is an activism movement advocating for the right to breastfeed, founded on the philosophy of Ubuntu, which emphasises our interconnectedness and our interdependence as a society. Through this philosophy, we are also encouraged to unite according to the Sepedi aphorism: 'tau tsa hloka seboka di sitwa ke nare e hlotsa, meaning if we are divided in the fight against infant mortality and low exclusive breastfeeding rates, we will likely lose the battle. The primary objective behind Ubuntu lactivism is to desexualise breastfeeding and advocate for the mother and her child's rights to breastfeed on demand, which means anywhere and anytime without prejudice or hindrance.

Resumo: O currículo de história chileno e os manuais escolares desta disciplina se caracterizam por se basearem numa narrativa centrada no adulto que exclui a participação das crianças no estudo do passado, uma vez que se centraram na descrição das façanhas políticas, económicas e militares lideradas por homens adultos pertencentes aos setores dominantes. A partir dessa problemática, este ensaio propõe uma reflexão filosófico- educacional que visa fundamentar a necessidade de redefinir o papel histórico das crianças para desconstruir o seu tratamento como agentes banidos da história escolar ou como sujeitos subalternos do mundo adulto. Do ponto de vista metodológico, este ensaio baseia-se na revisão documental de diferentes textos alojados em bases de dados como Scielo, Clacso, Redalyc, Wos, Scopus, ProQuest, Latindex e Dialnet, das quais foram escolhidas obras principalmente do Chile, do México e da Espanha para examinar a importância de repensar o tratamento dado às crianças presente no currículo de história chileno, especialmente nos manuais de especialidade. Esta busca foi realizada utilizando as seguintes palavras-chave: Chile, história escolar, infância, currículo nacional, livros escolares, adultocentrismo, didática da história e pensamento histórico. O método argumentativo foi utilizado para fundamentar teoricamente a reflexão registrada. Em conclusão, nota-se que é fundamental adotar a perspectiva das crianças na história, pois isso ajuda na formação de cidadãos críticos e conscientes dos seus direitos e deveres.

Resumen: El currículum chileno de Historia y los textos escolares de esta asignatura se caracterizan por fundarse en un relato adultocéntrico que excluye la participación de la niñez en el estudio del pasado, ya que se han focalizado en describir las proezas políticas, económicas y militares lideradas por hombres adultos pertenecientes a los sectores dirigentes. En función de esta problemática, este ensayo plantea una reflexión filosófico-educativa que tiene por objeto fundamentar la necesidad de resignificar el rol histórico de los niños para deconstruir el tratamiento de estos como agentes desterrados de la historia escolar o como sujetos subalternos del mundo adulto. Desde un punto de vista metodológico, este ensayo se apoya en la revisión documental de diferentes textos alojados en bases de datos como Scielo, Clacso, Redalyc, Wos, Scopus, ProQuest, Latindex y Dialnet, de las cuales se escogieron trabajos procedentes fundamentalmente de Chile, México y España, que examinaran la importancia de repensar el tratamiento de los niños y niñas presente en el currículum chileno de Historia, especialmente en los manuales de la especialidad. Esta búsqueda se llevó a cabo a partir de las siguientes palabras clave: Chile, historia escolar, infancia, currículum nacional, textos escolares, adultocentrismo, didáctica de la historia y pensamiento histórico. Se recurrió al método argumentativo para sustentar teóricamente la reflexión consignada. Como conclusión, se señala que resulta fundamental adoptar la perspectiva infantil en la historia, ya que ayuda a los niños a formarse como personas ciudadanas críticas y conscientes de sus derechos y deberes.

Abstract: The Chilean history curriculum and textbooks on the subject feature an adult-centered narrative that excludes children’s participation in the study of the past, focusing on describing the political, economic, and military exploits of adult men representing the ruling sectors. To address this problem, this paper offers a philosophical-educational reflection on the importance of redefining the historical role of children in order to deconstruct children as banished actors of school history or as subaltern subjects of the adult world. From a methodological point of view, this paper is based on the documentary review of different texts housed in databases such as Scielo, Clacso, Redalyc, Wos, Scopus, ProQuest, Latindex and Dialnet. The texts selected are mainly from Chile, Mexico and Spain and examine the importance of rethinking the current treatment of children in the Chilean history curriculum, especially in history textbooks. The search was conducted using the following keywords: Chile, school history, childhood, national curriculum, textbooks, adultcentrism, history didactics and historical thinking. The argumentative method was used to provide theoretical support for the reflection. In conclusion, it is fundamental to adopt a child’s perspective in history in order to help children become critical citizens, aware of their rights and responsibilities.

Abstract Since the 2000s, the consolidation of agribusiness has triggered social conflict and an epistemic dispute regarding the health, environmental, and political consequences of this model. The impact on children’s health has been one of the effects of this model, simultaneously serving as a key catalyst for its politicization. Indeed, the native category of “sprayed childhoods” and children’s rights are gaining prominence in socio-environmental conflicts, forming part of the struggle strategies, particularly through legal actions. In this context, this article proposes to analyze the social and everyday dimensions of growing up, caring, and living in territories threatened by increasing toxicity, paying attention to the intersections between violence and care, and the multiple temporalities in which they unfold. The analysis emerges from an exploratory stage of fieldwork, involving conversations and in-depth interviews with three women “affected” by agrochemicals in different localities of the Province of Buenos Aires (Argentina), participant observation in meetings of sprayed communities, and the collection and analysis of technical reports and press materials.

Resumen Desde la década de 2000, la consolidación del agronegocio ha desencadenado una conflictividad social y una disputa epistémica sobre las consecuencias sanitarias, ambientales y políticas de este modelo. La afectación de la salud infantil ha sido uno de los efectos de este modelo, a la vez que un catalizador clave de su politización. En efecto, la categoría nativa de “infancias fumigadas” y los derechos de niños, niñas y adolescentes (NNyA) están ganando protagonismo en los conflictos socioambientales, como parte de sus estrategias de lucha y, en particular, de su judicialización. En este contexto, en el presente artículo propongo analizar las dimensiones sociales y cotidianas de crecer, cuidar y vivir en territorios amenazados por una creciente toxicidad, atendiendo a las intersecciones entre violencias y cuidados y a las múltiples temporalidades en que éstas se traman. El análisis surge de una etapa exploratoria del trabajo de campo, consistente en conversaciones y entrevistas en profundidad con tres mujeres “afectadas” por los agrotóxicos de distintas localidades de la Provincia de Buenos Aires (Argentina), de la observación participante en encuentros de pueblos fumigados y del relevamiento y análisis de informes técnicos y material hemerográfico.

Abstract This article analyzes the risks to children's rights, with an emphasis on education and health in humanitarian situations circumscribed by child poverty, combined with the pandemic health crisis. The argument was based on the question: according to the students' perception what are the impacts of the pandemic and the post-pandemic period on education and health? Therefore, the objective of the study was to map students’ perceptions of their Rights in their daily lives, in six different Latin American countries. Empirical data were obtained through online forms (with open and closed questions) via Google Forms applied in two stages of qualitative research carried out in the second half of 2020 and 2022. The first stage covered 504 basic education students (10-18 years old) from eight educational institutions and the second 462 of thirteen institutions also from basic education. Thus, the contributions of 966 students are discussed in this text in dialogue with bibliographic and documentary references. Closed questions were statistically systematized and content analysis was applied to open questions (Bardin, 2009), as a whole, the data is analyzed using a qualitative approach. Students highlight the right to education and health as the most priority when speaking out about the Rights necessary in their daily lives. Such perceptions reveal specificities of educational communities and the challenges experienced in guaranteeing Rights in everyday spaces which affect the processes of access, permanence and results of education, as well as physical and emotional health problems which emerged and/or worsened during the period. Therefore, in this context the risks increased and worsened in a scenario in which a historical weakness in guaranteeing children's rights was already identified, especially regarding the rights to education and health.

Resumen Este artículo analiza los riesgos para los derechos de los niños, niñas y adolescentes, con énfasis en la educación y la salud en contextos de situación humanitaria circunscritos por la pobreza infantil, combinada con la crisis sanitaria pandémica. El argumento se basó en la pregunta: ¿según la percepción del estudiantado, ¿cuáles son los impactos de la pandemia y del período postpandemia en educación y en salud? Por lo tanto, el objetivo del estudio fue mapear, en la actualidad, las percepciones estudiantiles sobre los derechos de la niñez en la vida cotidiana en seis diferentes países latinoamericanos. Los datos empíricos se obtuvieron a través de formularios en línea (con preguntas, abiertas y cerradas) con el uso de Google Forms, aplicados en dos etapas de investigación cualitativa, realizadas en el segundo semestre de 2020 y 2022. La primera etapa abarcó a 504 estudiantes de primaria y secundaria (10-18 años), de ocho instituciones educativas y la segunda a 462 de trece instituciones, también de primaria y secundaria. Así, en este texto se discuten las aportaciones de 966 estudiantes, en diálogo con las referencias bibliográficas y documentales. Las preguntas cerradas se sistematizaron estadísticamente y a las preguntas abiertas se aplicó el análisis de contenido (Bardin, 2009), en su conjunto los datos son analizados bajo un enfoque cualitativo. Al hablar sobre los Derechos necesarios en su vida diaria, los estudiantes destacan el derecho a la educación y a la salud como la máxima prioridad. Tales percepciones revelan las especificidades y los desafíos experimentados en la garantía de Derechos en los espacios cotidianos, los cuales afectan los procesos de acceso, permanencia y resultados de la educación, así como los problemas de salud física y emocional, surgidos y/o agravados en el período de la crisis sanitaria pandémica. En este contexto, por lo tanto, los riesgos han aumentado y empeorado, en un escenario en el que ya se identificó una fragilidad en la historia de garantía de los derechos de la niñez, especialmente en lo que respecta a los derechos a la educación y a la salud.

Resumo Este artigo analisa os riscos sobre os direitos da infância, com ênfase na educação e na saúde em contextos de situação humanitária circunscritos pela pobreza infantil, aliada à crise sanitária pandêmica. O argumento baseou-se na pergunta: segundo a percepção dos estudantes, quais os impactos da pandemia e do período pós-pandemia na educação e na saúde? Portanto, o objetivo do estudo foi mapear as percepções de estudantes sobre seus Direitos nos cotidianos, em seis diferentes países latino-americanos. Os dados empíricos foram obtidos por meio de formulários online (com perguntas, abertas e fechadas) via Google Forms, aplicados em duas etapas de investigação qualitativa, realizadas no segundo semestre de 2020 e de 2022. A primeira etapa abrangeu 504 estudantes da educação básica (10-18 anos), de oito instituições de ensino e a segunda 462 de treze instituições, também da educação básica. Assim, as contribuições de 966 estudantes são discutidas neste texto, em diálogo com as referências bibliográficas e documentais. As questões fechadas foram sistematizadas estatisticamente e a análise de conteúdo foi aplicada às questões abertas (Bardin, 2009), como um todo os dados são analisados sob abordagem qualitativa. Ao se manifestarem sobre os Direitos necessários em seus cotidianos, os estudantes destacam o direito à educação e à saúde como os mais prioritários. Tais percepções revelam especificidades das comunidades educativas e os desafios vivenciados na garantia de Direitos nos espaços cotidianos, que afetam os processos de acesso, permanência e resultados da educação, bem como os problemas de saúde física e emocional, surgidos e/ou agravados no período. Nesse contexto, portanto, aumentaram e se agravaram os riscos, num cenário no qual já se identificava uma histórica fragilidade na garantia dos Direitos das crianças, especialmente quanto aos direitos à educação e à saúde.

Resumo Durante a pandemia do COVID-19, mudanças ocorreram em diversos campos, fazendo-se importante conhecer os contextos de risco social e psíquico que marcam condições de vulnerabilidade e vulneração, vividas por crianças e bebês, a despeito de crianças: refugiadas, residentes em favela e crianças vítimas de violência intrafamiliar. Objetivo: Conhecer possíveis riscos à saúde mental de crianças, em situação de vulnerabilidade, no período da pandemia de Covid-19, na realidade brasileira. Método: Estudo de mídia, com vistas à análise do contexto sociopolítico, favorecendo a visão crítica de leituras de mundo distintas, fundamental para compreensão do objeto pretendido. Resultado: A partir dos dados levantados, estruturou-se categorias específicas à cada grupo estudado, a saber: 1) crianças refugiadas: precariedade do abrigo; dimensão legal; perdas e lutos; e xenofobia. 2) crianças residentes periféricas: perdas e lutos; violência à criança; acesso à saúde; e fome. 3) violência intrafamiliar: direitos da criança em situação de violência; violência doméstica na pandemia e meios extradomiciliares que amparam a criança. Os resultados obtidos em cada um dos objetivos específicos, denunciam especificidades de cada um dos grupos: as crianças refugiadas, além de perderem direitos vivenciam perda da sua origem, dificultando o endereçamento do seu sofrimento a um “outro”. As crianças residentes em periferias, além de serem afetadas pela pandemia, sofreram efeitos da necropolitica, advinda da herança colonial. Crianças vítimas de violência intrafamiliar enfrentaram agravos decorrentes do isolamento social e adoecimnto psíquico dos cuidadores. Considera-se, por fim que sem a denúncia necessária, os riscos de esquecimento de tão grave problemática pode se fazer efetivar e os recursos necessários ao cuidado não se fazerem urgentes. A análise da mídia favoreceu lidar com uma lacuna no campo científico, possibilitando a criação de reflexões da condição de vulneração de populações invisibilizadas.

Abstract During the COVID-19 pandemic, changes occurred in several fields, making it important to know the contexts of social and psychic risk that mark conditions of vulnerability and vulnerability, experienced by children and babies, despite children: refugees, residents in favelas and children’s victims of domestic violence. Objective: To know possible risks to the mental health of children, in a situation of vulnerability, in the period of the Covid-19 pandemic, in the Brazilian reality. Method: Media study, with a view to analyzing the sociopolitical context, favoring a critical view of different world readings, fundamental for understanding the intended object. Result: From the collected data, specific categories were structured for each group studied, namely: 1) refugee children: precariousness of the shelter; legal dimension; losses and mourning; and xenophobia. 2) children living in peripheral areas: losses and bereavements; child violence; access to health; and hunger. 3) domestic violence: rights of children in situations of violence; domestic violence in the pandemic and extra-domiciliary means that support the child. The results obtained in each of the specific objectives, denounce specificities of each of the groups: refugee children, in addition to losing rights, experience the loss of their origin, making it difficult to address their suffering to an “other”. Children residing in peripheries, in addition to being affected by the pandemic, suffered the effects of necropolitics, arising from the colonial heritage. Children victims of intrafamily violence faced injuries resulting from social isolation and mental illness of caregivers. Finally, it is considered that without the necessary denouncement, the risks of forgetting such a serious problem can become effective and the resources necessary for care do not become urgent. Media analysis favored dealing with a gap in the scientific field, enabling the creation of reflections on the vulnerable condition of invisible populations.

ABSTRACT This article proposes to reflect on the relevance of the militarization process in educational centers in Honduras, in its relationship with the paradigm of peace education. Considering a documentary review and the analysis of data on the events following the 2009 coup d'état from a content analysis, militarization is approached as a more subtle phenomenon that is not only based on the imposition of force, but also occurs invisibly in society. This perspective raises significant concerns, such as the possible worsening of social inequalities and the erosion of fundamental rights. The connection between the military and education poses an ethical dilemma since it can put children's rights at risk and limit opportunities to develop spaces for democratic learning and harmonious coexistence. The vision of militarizing society continues to occupy and invade spaces in multiple Honduran social settings.

RESUMEN Este artículo propone reflexionar sobre la relevancia del proceso de militarización en los centros educativos de Honduras, en su relación con el paradigma de la educación para la paz. Considerando una revisión documentaria y el análisis de los datos sobre los acontecimientos posteriores al golpe de Estado de 2009 desde un análisis de contenido, se aborda la militarización como un fenómeno más sutil que no solo se basa en la imposición de la fuerza, sino que también se presenta de manera invisible en la sociedad. Esta perspectiva plantea preocupaciones significativas, como el posible recrudecimiento de las desigualdades sociales y la erosión de los derechos fundamentales. La conexión entre lo militar y lo educativo plantea un dilema ético, ya que puede poner en riesgo los derechos de la niñez y limitar las oportunidades de desarrollar espacios de aprendizaje democrático y de convivencia armoniosa. La visión de militarizar la sociedad continúa ocupando e invadiendo espacios en múltiples escenarios sociales hondureños.

ABSTRACT Currently, in Peru we face numerous scenarios that are beyond the scope of our current regulations. An example of this is the case of assisted reproduction techniques, where the regulations are minimal and not very specific. This means that, in cases where these techniques are used, there is no proper regulation, causing multiple consequences and uncertainties. In this way, and given the legal loophole produced by the absence of a clear rule, many people who resort to these techniques to fulfill their wishes of becoming parents must employ various legal strategies to regularize the situation of minors born through their use, from maternity impugnation processes to adoption judicial processes. This often results in prolonged judicial litigation that affects several fundamental rights of minors, such as the right to know their biological truth, the right to have a stable family, and the right to comprehensive well-being.

RESUMEN En la actualidad, en el Perú nos enfrentamos a numerosos escenarios que escapan al alcance de nuestra actual normativa. Un ejemplo de ello es el caso de las técnicas de reproducción asistida, donde la normativa es mínima y poco específica. Ello conlleva a que, en los casos en donde estas técnicas son usadas, no se cuente con una regulación debida, ocasionando múltiples consecuencias e incertidumbres. De esta forma, y ante la laguna jurídica producida por la ausencia de una norma clara, muchas personas que recurren a estas técnicas para cumplir sus deseos de ser padres deben emplear diversas estrategias legales para regularizar la situación de los menores nacidos a través de su uso, desde procesos de impugnación de maternidad hasta procesos judiciales de adopción. Esto, a menudo resulta en litigios judiciales prolongados que afectan a varios derechos fundamentales de los menores, como el derecho a conocer su verdad biológica, el derecho a tener una familia estable y el derecho al bienestar integral.

Abstract In Brazil, there has been an uncontrolled increase in incarceration of women, and this situation is not interrupted during periods of pregnancy or lactation. A scoping review was carried out to systematically map and synthesize evidence published since 2000 on the practice of exclusive breastfeeding (EBF) among imprisoned people in Brazil. Intersectionality and penal abolitionism were the theoretical-methodological approaches used to analyze the studies. A total of 25 studies were selected, 90% of which were published from 2010 to 2020. In the context of maternal and child health, they mainly exposed the difficulties of maintaining EBF in prison, including the lack of definition of a minimum period of stay for the baby, the lack of professional guidance for the practice of EBF, and the inadequate structure of prison units. In the area of law, the studies reported tensions between the disciplinary order and children’s irreducible human right to food. The studies focused the investigation on the mothers’ experiences, but did not question the practical and historical forms of imprisonment, especially regarding Black, female, and poor bodies. Critical and propositional approaches are necessary to produce evidence toward the guarantee of rights to health and food.

Resumo No Brasil, houve crescimento descontrolado do encarceramento feminino, sendo que não se interrompe essa situação em períodos de gravidez ou lactação. Foi realizada uma revisão de escopo com objetivo de mapear e sintetizar sistematicamente evidências, publicadas a partir do ano 2000, sobre a prática de aleitamento materno exclusivo (AME) entre pessoas em situação de cárcere no Brasil. A interseccionalidade e o abolicionismo penal foram as abordagens teórico-metodológicas utilizadas para análise dos artigos. Ao todo, 25 estudos foram selecionados, sendo 90% publicados entre 2010 e 2020. No âmbito de saúde materno-infantil, eles expuseram principalmente as dificuldades de manter o AME no cárcere, incluindo a indefinição de um período mínimo de estadia do bebê, a falta de orientação profissional à prática de AME e a estrutura inadequada das unidades prisionais. Na área do direito, os estudos relataram tensões entre a ordem disciplinar e o irredutível direito humano das crianças à alimentação. Os estudos focalizaram a investigação na vivência das mães, porém não questionaram as formas práticas e históricas do aprisionamento, em especial sobre corpos negros, femininos e pobres. Abordagens críticas e propositivas são necessárias à produção de evidências para a garantia de direitos à saúde e à alimentação.

Namibia has adopted several policies, pieces of legislation and programmes aimed at improving the well-being of children. However, the Namibian National Policy on Orphans and Vulnerable Children (OVC) of 2004 no longer adequately reflects the contemporary problems faced by vulnerable children. Policy makers require a comprehensive and integrated set of indicators to inform policy revision to make informed choices. This article reviewed national and international child protection reports, evaluation studies and indices to identify contemporary indicators for tracking child well-being in Namibia. It found that while the available indicators reflect objective well-being measures, there is a gap in tracking the subjective experiences of children, child safety and the promotion of children's rights. The article offers an alternative integrated indicator framework that captures multiple dimensions of child well-being. Adoption of this framework can enable policy makers to make more informed decisions to support vulnerable children.

The right to housing or shelter is a fundamental right that has been given recognition at national, regional, and international levels. In Kenya, everyone's right to access adequate housing and basic shelter is enshrined in the Constitution of Kenya, 2010 and various international and regional human instruments, but there is no specific legislation or policy that caters to the right of street families and children to access housing or shelter. The gap that exists in law and policy deepens the vulnerability of street families and children, who are being left behind and not included in governmental socioeconomic programmes and interventions targeting vulnerable and marginalised persons. For example, street children are often excluded from planning, budgeting, and national decisions relating to socio-economic rights that include shelter. This article considers how Kenya's street children's right to shelter may be protected. Accordingly, it recommends measures that could be taken to protect their right to shelter, as well as other socio-economic rights, and thereby create a pathway to realising the values of equality and human dignity enshrined in the Constitution.

Children's ability to be social beings and change agents is a recent development in the interdisciplinary field of childhood studies. Scholars of Childhood Studies have been calling for a move beyond the situation where children claim their rights into a situation where children fully participate in shaping the world in which both children and adults are co-creators of the future they want. This is known as representation in the form of negotiating power, participation, and re-imagining citizenship. This study seeks to read 1 Samuel 17 in light of childist representation. The muting of children's voices and agency in the Old Testament texts will be challenged because children are also fully human beings. This study will therefore draw insights from the scholars of Childhood Studies and childism to re-read an Old Testament text. This study will employ the childist biblical approach to read 1 Samuel 17. Childist biblical approach questions the way in which children are presented in biblical texts. Therefore, David will be presented as a child who claimed his agency by participating in the efforts of defeating war and empire. INTRADISCIPLINARY AND/OR INTERDISCIPLINARY IMPLICATIONS: This article displays intersections between Childhood Studies and biblical studies. It draws from scholars of Childhood Studies to re-read an Old Testament text

BACKGROUND: The immediate implementation of early childhood education (ECE) for children with disabilities in South Africa and Kenya has been impeded by obstacles. Major gaps in implementation remain. We investigate, firstly, the widely held, but in our view fallacious, belief that the implementation of inclusive ECE can be progressively realised only when there are available resources. Secondly, we examine the other fallacious belief that children with severe and profound intellectual disabilities are ineducable, and thirdly, the belief that the provision of inclusive ECE is merely a regulatory governmental function, implying that accessibility and reasonable accommodation requirements for children with disabilities do not rest primarily on the state. OBJECTIVES: This study aimed to investigate the gaps in both countries between the policies and legislation and effective implementation, to show that these gaps are exacerbated by the perpetuation of these fallacious beliefs and by information vacuums at governmental level. METHOD: A critical analysis of inclusive ECE was undertaken on relevant law and policy processes in both countries to expose both governments' reasons for their lack of effective implementation of inclusive ECE. RESULTS: The factors contributing to the lack of immediate and significant implementation of inclusive ECE for children with disabilities in both countries have been investigated. CONCLUSION: Accountability and transparency need to be implemented at the governance level to ensure that both governments fully implement and prioritise inclusive ECE. CONTRIBUTION: This article establishes that mistaken premises and information vacuums may be used by governments in an attempt to renege on their international and constitutional obligations to implement inclusive ECE.

Section 28(1)(c) of the South African Constitution (1996) unequivocally affirms that children are the only vulnerable group with an explicit right to social services. Nonetheless, the practical realisation of this right remains elusive for many children, leaving them without access to vital social services. Through the theoretical framework of transformative constitutionalism, this article posits that the evolving field of social services provision within school settings presents a promising avenue to champion children's right to social services and a range of other children's rights, and facilitate and promote their access to basic education. Utilising a qualitative research approach with an exploratory case study design, this study investigates whether providing social services through a programme in Botshabelo schools in the Free State effectively promotes the realisation of children's rights. The results show that social services in schools can contribute to realising various children's rights. It is recommended that there should be a symbiotic partnership between the Departments of Social Development and Basic Education with the latter endorsing and expanding the provision of social services within schools. This integration is recommended on the basis that it not only advances crucial human rights for children, such as child protection, social security, and a safe environment, but also shows promise in enhancing the academic performance of learners grappling with challenging circumstances.

The South African post-constitutional era gave rise to the reframing of what was previously referred to as parental authority to parental responsibilities and rights. Throughout these developments, the best interests of the child remained a constant consideration, resulting in a move away from a parent-centred approach to a child-centred approach. In line with this child-centred approach, modern South African law recognises that children have the right to family or parental care. Recognition is also given to the subsequent fundamental principle that parents and the family perform a central role in a child's care and protection. However, analogous to global trends South African family structures have transformed and are no longer typically nuclear, but are characterised by a diversity of parental, family and community-based forms of caregiving. Children accordingly find themselves being cared for by persons who are not their biological parents. In this regard the position of the "interested third party" or so-called "co-holder of parental responsibilities and rights" is gaining increasing relevance. Although the role of interested third parties is recognised in domestic law, in the Children's Act, some uncertainty about the right of these parties to obtain parental responsibilities and rights over a child prevails. One such aspect is the right of a former life-partner to obtain parental responsibilities and rights over a non-biological child upon the dissolution of a life-partner relationship. A recent High Court case, RC v SC 2022 4 SA 308 (GJ) and its appeal namely, RC v HSC 2023 4 SA 231 (GJ) to a full bench of the High Court provides valuable insight into this regard and specifically on the approach taken by the courts about an application for parental rights and responsibilities to a non-biological child by an interested third party in terms of the Children's Act.