CHALLENGES OF CHILD PROTECTION POLICY IMPLEMENTATION IN KINDERGARTENS WITHIN MARGINALIZED AREAS OF ULAANBAATAR CITY, MONGOLIA

نویسندگان

  • Javzandulam Batsaikhan PhD, School of Preschool Education, Mongolian National University of Education, Ulaanbaatar, Mongolia
  • Buyanjargal Baatar Doctoral Student, School of Educational Studies, Mongolian National University of Education, Ulaanbaatar, Mongolia

DOI:

https://doi.org/10.46827/ejes.v12i11.6264

کلمات کلیدی:

child protection, kindergartens, broken windows

چکیده

This qualitative study explores the challenges faced by public kindergartens in implementing child protection policies in public kindergartens located in Ulaanbaatar’s marginalized ger districts. Using broken windows theory as a conceptual framework, the study highlights how neglecting minor systemic issues may escalate into serious risks for children in vulnerable contexts. Data were collected through document analysis of institutional child protection policies and semi-structured interviews with 24 kindergarten principals, 24 teachers, and 24 parents, selected through snowball sampling. Thematic analysis revealed five core challenges affecting policy implementation: teachers’ personal financial constraints, weak inter-organizational coordination, limited parental involvement, excessive workloads, and shortages of human resources. These challenges contributed to a pattern of passive engagement among educators, undermining the effectiveness of child protection efforts. The findings suggest that failure to address these institutional gaps may perpetuate hidden forms of violence and neglect, reinforcing the need for proactive, well-supported implementation strategies.

 

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بیوگرافی نویسندگان

  • Javzandulam Batsaikhan، PhD, School of Preschool Education, Mongolian National University of Education, Ulaanbaatar, Mongolia

    Javzandulam Batsaikhan is a chair of the Department of Methodology in the School of Preschool Education at the Mongolian National University of Education. Javzandulam completed her master's degree with her research titled “Herder Parents’ Belief Systems for Preparing Un-preschooled Children for Schooling: A Qualitative Case Study in Rural Mongolia” at Hiroshima University and she defended her doctoral dissertation titled “Formal Preschool Educational Programs as A Choice of Herder Parents in Mongolia: A Qualitative Case Study of Taviul Children” at New Mexico State University. She teaches both undergraduate and graduate courses in Qualitative Research in Education, Action Research, Research Paradigms and Issues, and Quantitative and Qualitative Research Methods. Her research focuses on child learning and development, contextual issues in learning and teaching, preschool education curriculum, and the professional development of pre-service and in-service teachers. She can be contacted via email at: javzandulam@msue.edu.mn

  • Buyanjargal Baatar، Doctoral Student, School of Educational Studies, Mongolian National University of Education, Ulaanbaatar, Mongolia

    Buyanjargal Baatar has been working as a researcher and educator at the Mongolian Intellectual Facility Center IQ since 2016. She received her Bachelor's degree in Philosophy from the National University of Mongolia in 2006, and later earned a Master's degree in Public Administration from the National Academy of Governance in 2022. She is currently a Doctoral student in Educational Management at the Mongolian National University of Education. Her research interests center on policy that supports the intellectual development of children, with a particular focus on enhancing critical thinking and problem-solving skills. Currently, her research focuses on "Enhancing Educational Leadership for Inclusive Education in Mongolia: Bridging the Gap Between Policy and Practice." The primary objective of her research is to develop strategies to enhance educational leadership that effectively promote inclusive education in Mongolia. She can be contacted via email at: drizzle23sun@gmail.com

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دانلودها

چاپ شده

2025-09-05

شماره

دوره 12 شماره 11 (2025)

نوع مقاله

Articles

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