1

1 Responsibility with Childhood, It's Everyone's Turn.

3 Co-Responsibility with Children Depends On All.

5 Abstract

6 From a qualitative approach, through a semi-structured interview with 10 educational agents in

7 Medellin, Colombia, we analyze co-responsibility with children in activating routes for the restoration of
8 rights. The results show that co-responsibility is difficult to assume in processes of restitution of
9 children's rights, as a conclusion it was evidenced that this constitutional principle requires continuous
10 monitoring in the protection of children against any type of violation.

11 Keywords: co-responsibility; early childhood Protection, children’s rights; Educational agent.

12 Introduction

13 Under early childhood public policies, the concept of co-responsibility is of considerable interest to
14 comprehensive early childhood care programmes, especially when cases of violation of their rights are
15 evident.

16 But in the current context, it is still common for adults who detect cases to proceed from their
17 prejudices and regulatory disrecognisement, preventing them from acting promptly, from due process, in
18 activating routes for the restitution of rights.

19 This text points to a number of factors that often do not work, when taking on cases of violation of
20 children's rights from the public, in this sense it is essential to return to the concept of co-responsibility;
21 on which, according to Hoyos (2012) and in accordance with article 10, of Colombia's 1098 Law of 2006,
22 the code of children and adolescents, refers to the concurrence of actors and actions leading to ensure the
23 full exercise of the rights of children and adolescents, granting in this process of integral protection, a
24 leading role for the family , to society and the State, as co-responsible for the care, care and protection of
25 children.

26 In Colombia, since its political constitution (1991), supported by the International Convention on the
27 Rights of the Child (1989), the exercise of co-responsibility has been called upon, where article 44
28 provides:

29 The family, society and the State have an obligation to assist and protect the child to ensure their
30 harmonious and integral development and the full exercise of their rights. Any person may
31 require compliance with the competent authority and the sanction of offenders. Children's rights
32 prevail over the rights of others.

33 This precise definition of co-responsibility has given light in the country for the development of public
34 proposals that seek to position this constitutional principle; in particular, the Conpes social 109 2007
35 document disseminates national early childhood public policy and determines co-responsibility as a basis
36 for the comprehensive protection of children, which means that both the State, the family and society,
37 have a different role of responsibility for ensuring children's rights. The role of each is equally important
38 in building the conditions for the exercise of rights, through the formulation and implementation of public
39 policies that guarantee a decent life for children and the family and that promote the participation of
40 children, in accordance with their level of development, and the inclusion by public policy makers in the
41 implementation of programmes and projects aimed at early childhood.

42 And it continues to call for Conpes 109 (2007) that the State, family and society must jointly make a
43 commitment to early childhood in order to fulfil their obligation, duty and responsibility to each, to
44 provide all children in the country with the best opportunities for their full development.
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45 Also, since the zero-to-all strategy (2011), and the Good Start programme (2015), there has been a
46 great willingness to guarantee the rights of children in conditions of social vulnerability. These proposals
47 have sought to empower families, educational actors and communities as protective actors and guarantors
48 of infant rights.

49 Decree 01277 of 2013, which regulates agreement 58 of 2011, through which the Public Policy on
50 Integral Early Childhood Care was adopted Good Beginning, aims for the comprehensive, diverse and
51 exclusive care of children, from gestation to five years, in search of ensuring the protection of rights, the
52 creation of protective communities and the search for institutional articulation for integral care, a process
53 in which educational actors, families and the State play a leading role in the social mobilization of
54 protective communities.

55 Child rights violation: Who assumes it?

56 Co-responsibility in the processes of detection, activation of routes and promotion of restitution of

57 rights, is a purpose of special care, which requires in-depth reflections on the exercise of professionals
58 responsible for ensuring the comprehensive protection of children as well, consistent with Camacho
59 Gancio (2019) and Britos, Generoso and Viotto (2017), the first thoughtful exercise must be about
60 professional practices and emerge from institutionality, emphasizing the obvious need for training, the
61 creation of new approaches and a permanent review of interventions that motivate redesign of
62 professional work in all areas, as the task of the professional as a co-responsible agent in the face of
63 addressing the violation of children's rights is being mediated by the contexts in which adults responsible
64 for directing the activation of routes for the restitution of rights are immersed , which, in view of the fact,
65 for example, of making a decision to denounce when detecting a violation of rights, are highly limited by
66 the social characteristics in which professional roles are developed.

67 Thus, that is not always assumed, responsibility for the reporting and protection of children, a
68 situation that is evident in both educational actors and families themselves, as Outlined by Pardo (2009),
69 families despite being the first and most important responsible for the protection of children, does not
70 know the process of activating routes and mostly of times , do not even know the existence of procedures
71 for the restitution of rights, a situation that encourages revictimization.

72 Educational actors show little understanding of the protective role they must assume when working
73 directly with early childhood, in correspondence with Gó mez, Salazar and Zuluaga (2011), early childhood
74 teachers have insufficient knowledge and technical tools on infringement of rights, in the face of these
75 facts their reactions and actions are limited to perform adequate activation of routes.

76 Co-responsibility is being assigned to a single educational agent, the psychosocial professional, who
77 according to the technical guidelines of the Good Start program (2015), is responsible for leading the
78 processes of protection, social mobilization and infringement of rights.

79 Another key aspect that directly influences the type of decisions that are taken in the face of
80 infringement of rights, is directly related to institutional abandonment in the face of the activation of child
81 protection routes, although institutional accompaniment is a mandatory issue according to the current
82 regulations on children, to ensure the restitution of rights, the little commitment to comply with the
83 contractual obligations of institutionality is remarkable.

84 Thus, in tune with Gonzá lez (2019); and, Ramirez, Aranceta and Montoya (2015), the gaps of the
85 administrative officials competent for the application of the rule make the application of the standard
86 continue to be violated in this same process, the poor appropriation of the actors of the system make the
87 application of the procedures of restitution and comprehensive reparation inappropriate, all of which
88 generates mistrust and incredibility in the same institutionality , as mentioned in the comprehensive
89 health care model for victims of sexual violence (2011), the transition through institutionality ends up
90 being a factor that worsens the violation into revictimization.

91 Other experiences on co-responsibility

92 In terms of investigative background, there is clear concern about early childhood violations, so there
93 are many researches whose purpose of study focuses on investigating this vulnerability, therefore co-
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94 responsibility is a subject that although not usually addressed directly as the subject of research of the
95 studies carried out on infringement of rights , is inherently immersed in research results by mentioning
96 family, state, society and even the School as responsible for the protection of children.

97 In this way, inquire about co-responsibility, evidences the need to reflect on the inequity that has
98 historically existed with the child population, which is the principle of their violation, which prevents
99 them from offering environments of full development, an issue that invites questions about the different
100 types of vulnerability facing children, in order to ensure their inclusion.

101 In this way researchers such as Larrea (2019); Gonzalez (2019); Romano (2019); Arcos, et al. (2013);
102 Murillo Suarez, el al. (2011), Jiménez Alaya and Giraldo Vá squez (2011), Sierra Toro, et al. (2011);
103 Rodríguez Cely (2003), account for the importance of early childhood intervention from state institutions
104 and the different schools to which children and adolescents belong, with an emphasis on the importance
105 of articulating institutionality, at the public and private level, to ensure its integral development; what it
106 requires, the interdisciplinary work of professionals who receive care and that makes them responsible
107 for fully caring for the child violated at the cross-sectoral level, from the articulation of networked
108 interventions.

109 Other studies such as Orduz and Pineda (2019); Of the Saints and Savior (2018); Ospina Botero and
110 Manrique Carvajal (2015); Peroni and Prato (2012); Morillo, Montero and Colmenares (2012), have
111 examined network work for the care and guarantee of children's rights, analyzing the roles of families,
112 schools and society, understanding that the vulnerability of children is a matter for them to assume in
113 network, normatively these actors are the main protagonists in the face of the need for the mobilization of
114 various sectors , services and intervention actions for the generation of human capital that makes it
115 possible to create protective environments.

116 Methodology

117 This research was proposed from a qualitative, historical hermeneutic approach, in search of
118 recognizing diversity and making sense through historical understanding of the world, through
119 participation and knowledge of context (Dilthey,1990; Cifuentes, 2011); thus understanding, the work
120 from the experience of professionals working with early childhood, their perception of the roles they
121 assume, themselves, families, the State and society at large, versus the detection of violations of rights in
122 children, for the activation of routes and the restitution of rights- This allowed to be made aware of the
123 situations they face day by day as educational agents , their particularities, imaginaries and meanings,
124 built on the personal and professional knowledge that shape their daily life with children.

125 In this sense, the methodological strategy proposed was the case study that, according to Creswell
126 (2013), is a matter from the perspective of the participants, of understanding what particular issues
127 characterize them, but also, what common things they share. In this regard, the public program Buen
128 Beginning of the city of Medellin, is the case studied, so that itis possible to recognize theprofessional
129 experiences of educational agents, from attentive listening, of how they have lived their professional
130 exercise with children.

131 For the choice of participants, five service providers were chosen in comprehensive early childhood
132 care that they offer in the name of Good Beginning, two educational agents were selected per institution,
133 who had at least two years of experience in early childhood work.

134 The semi-structured interview was used as a technique for generating information, from a validated
135 script with psychosocial professionals from the Mayor of Medellin. This script was composed of 40
136 questions, based on the categories of analysis defined in the investigation. The interview was applied to 10
137 educational actors who played different roles in the program, including, with their abbreviations, used in
138 the results: nutritionists (Nut), psychologists (Ps), teachers (Dc), pedagogical assistants (Aux.) and
139 pedagogical coordinators (Coo), Interviews were recorded, subsequently degreased for transcription and
140 electronic storage. An open encoding was then performed for analysis from the Atlas program. Ti,
141 version1.6.0 (484).

142 Results
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143 In examining the co-responsibility of the educational agents of the Good Beginning of the city of
144 Medellin, in the face of the protection of children violated, it is clear that this issue also corresponds, with
145 families and particularly with the State, in order to be able to make a real exercise of the integral
146 protection of children and the family, as a guarantee for the restitution of their rights and institutional
147 accompaniment.

148 From this perspective the role of the educational agent, as a category of analysis, is presented from
149 these fundamental fronts, the educational agent, the family and the State, represented in its institutions.

150 Role of the educational agent for the comprehensive protection of early childhood

151 It is noted that co-responsibility from educational actors to the protection of the infancy violated is still
152 commonly a rhetorical issue, which hardly goes from paper and from saying, to professional practice.

153 In this regard, there is confusion on the part of educational actors about various aspects in the
154 performance of their role, which makes them constantly bewildered by their management of routes of
155 attention to infringement of rights. They often point out that, they are not sure if they are able to deal with
156 cases in a timely manner, therefore, their proceedings in many cases are inadequate. An example of this:

157 "... just as one will never be prepared for such a case, and more so with a child, I think not, and one has
158 to take care of his protection, because when one gets the case, you know if he is prepared or not
159 prepared" (Aux2).

160 Although in their professional say, they understand the importance of protection so that the
161 infringement is not repeated and accompanied from the institutions, they do not always manage to be
162 effective. This indicates that in general, although there is awareness of co-responsibility with respect to
163 children, they feel that because of lacks in their vocational training and qualification, co-responsibility is
164 not given. On this matter:

165 "Initially the whole interdisciplinary team should know the routes of care, everyone should be engaged
166 and corresponding, sorry cosponsible, of the situation and not only that it is the psychosocial person in
167 charge of carrying out the whole process and route activation, because on many occasions teachers
168 detect what is going on and the information is kept out of fear or not knowing what the proper
169 procedure would be to perform and wait until a psychosocial agent arrives and, when entities don't
170 have psychosocial, because that's where support comes and they keep the information, until someone
171 gives them some light to see what to do, then before I start my job as an educational agent, or as a
172 psychologist, as a nutritionist, I should have information, about how I can identify when a child is being
173 violated by the right , what is my role, what routes to activate, what institutional support to have, what
174 social network, right? because considering that we should all be competent to handle situations, the
175 whole team could and should also contribute" (PS2).

176 Educational actors, teachers, nutritionists, pedagogical assistants and programme coordinators argue
177 their lacks on the issue of infringement of rights to poor training by their institutions and the Good Start
178 programme. Sample of this is the following verbalization.

179 "They should give us in training at least two topics, but that is that there, the nutritionist speaks to us,
180 the psychologist, the social worker, the coordinator, then there are many, much topic for one day,
181 because for 8 hours, it does not seem to me that it is like, it should be as out there two topics in the day,
182 half a day in one thing and half a day in another , so that one is clearer what they want to convey"
183 (Aux1).

184 The qualification on routes of care and infringement of rights is more an experience as a requirement
185 imposed in the training plans of the program, than as an important thing that strengthens its professional
186 profile, which, it hinders internalizing the knowledge and information, necessary to transmit to its users;
187 therefore, social responsibility is not assumed. This is evident in the next contribution.

188 "It is that the routes that are handled are many, it is like 20 and one has to learn them, then what I said
189 before, that is how there are so many and give them to us in a single training, then one does not
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190 manage to internalize all that, then the idea is that, one does have a general knowledge, but, as well as a
191 more specific knowledge and where one has internalized all that knowledge , no" (Dc2).

192 It should also be emphasized that the purpose of co-responsibility is directly linked to confidentiality
193 that in particular includes the right of the child and family to the secret, safeguarded and prudent handling
194 of information, related to vulnerability, but on which educational agents show little respect, with
195 inappropriate management of information, aisle comments and little knowledge for the principle of
196 proper management of information. In this regard the following contribution.

197 "Starting because there is still no awareness in the educational agents of confidentiality, that is, I have
198 sometimes heard teachers say, is imagine that this tatata, imagine that tatata, and they have name and
199 everything. So I believe, not yet, we still lack more awareness that the child is being violated, one as an
200 educational agent is violating it when it mentions and exposes its case to an audience, we are very
201 lacking" (Dc1).

202 Another aspect that also interferes with the processes of co-responsibility is the fear of reprisals.
203 Educational actors are afraid to report, due to difficult situations in the contexts in which the violated
204 children and the families involved live, so their civil liability to report is often omitted for security reasons,
205 fear for their lives and even for keeping their jobs; moreover, when there is no positive response from the
206 family to initiate the process of restitution of rights. It shows the following contribution.

207 "The subject is very difficult, because it is one to get into the field in some way of the people who are
208 enclosed in bad quotes, because for example, one as an educational agent, activates the route, then the
209 family comes over, then the threats come, one has to leave the neighborhood or has to leave his work,
210 then it is a very difficult subject , but at least there should be more training" (Dc2).

211 Other contribution:

212 "The route says that you have to make a lawsuit, then you refer that and it is as unknown, but then one
213 as a professional handles the fear that they will realize that it is one and like that suspicion of what
214 happens in our city, that insecurity of losing our lives to sue (Dc1).

215 There is therefore evidence of lack in educational actors to assume social responsibility for the
216 complaint that corresponds to them by being actors who share much of the day with children, because as
217 it has been exposed, they do not have sufficient tools to properly activate and direct the detected cases,
218 often showing as the only action the referral to the psychosocial agent of the institution , a situation of
219 concern, since when there is no presence of this professional the infringement continues to occur without
220 evidence of restorative actions.

221 Thus, educational actors, discursively do show some awareness of co-responsibility with regard to
222 children, but as a rhetorical matter, which hardly goes into practice in the journal sharing with children,
223 because they are not pragmatic about the exercise of co-responsibility, nor do they feel protected by
224 institutionality, so in their saying, they constantly show evasion and projection delegated in others , which
225 prevents them from assuming their social and professional duty.

226 And what is the role of the family in the face of childhood vulnerability?

227 Families as the first body responsible for guaranteeing children's rights would have to have a relevant
228 role in restituting their rights in the face of an identified violation, however it is common to find from the
229 participants' sayings that family responsibility for the comprehensive protection and rights of children is
230 often limited to knowledge against the subject , which ends up being delegated to the professionals who
231 serve them, which shifts that responsibility to agents and educational institutions, without without
232 families. In this regard:

233 "Well, there the meetings they do to them are rather small, because even as it is a small space, there are
234 320 families then this year they have done like 4 meetings, but they do not go" (Aux1).
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235 Despite the training efforts proposed by psychosocial professionals, in articulation with competent
236 entities on the issue of infringement of rights, families evade their responsibilities, in the face of the
237 process. About this:

238 "The training plans, we are the psychosocial agents who carry out the trainings, workshops and
239 different activities or articulated with competent entities, such as the prosecutor's office, the police of
240 children and adolescents, the commissioner, who also provides relevant information to families on the
241 issue of prevention of infringement of rights" (Ps2).

242 Professionals in charge of training processes for families make efforts to empower them in their co-
243 responsible role in the restitution of rights, however, they also recognize that there are still lacks in
244 families in this process of taking on themselves as protagonists in the comprehensive care and protection
245 of their children.

246 "... there is still a little bit of awareness on the part of families, I think that institutions if we are betting
247 on that, we are betting on families to realize that it is a reality that can be lived at any time, and that
248 hard work that professionals do to make their trainings, to send them that information , by lowering
249 him to an understandable level, I believe that if families are being included" (Coo2).

250 Other contribution:

251 "The family is the one who must authorize or not, whether the procedure is done, because if one warns
252 the family, but it turns out that the family says no and it will be that of mocho duty, and it will deny,
253 there will be as a denial of the situation, but it turns out that we already know that the case is true , but
254 then we without that family authorization can't do anything" (Dc1).

255 Another issue that appears on a recurring basis is that of the complaint; which is stated, is
256 delegated to the conscience of the family to proceed with the violation, but in the face of a denial of the
257 family to accept the case and continue with due process, there is no evidence of actions that seek
258 restitution, in such a way, the actions of educational agents, is mediated by the family decision to
259 denounce or not , which eventually ends up being a double violation. In this regard:

260 "... there one has to also have the consent of the families because they are the ones who have to take
261 that step, then there I do see, as you might say, a restriction, because one as a professional can go to file
262 a complaint, but, who has to follow the process is that family, because we do not, then, I if I see that
263 there if there is restriction in any way , because families often do not reach the Caivas and continue to
264 let sexual abuse continue in their homes" (Coo1).

265 A "guarantee of rights" state, which evades co-responsibility

266 The State is assumed as a fundamental entity in the process of guaranteeing children's rights, its
267 institutional prominence must be for the generation of social empowerment in the construction of
268 protective environments for children, however, in the discourses of the participants, it is repetitive to hear
269 the institutional abandonment they perceive, both from their procuring entities , such as the same good
270 start public program, which are the representatives of the State. Evidence of this is the following
271 contribution:

272 "The accompaniment is null, Good Beginning has that weakness, does not prepare the staff for such
273 problems, it is as if they are not aware of the population with which they are working, almost always
274 the population of Good Beginning are children of low strata, where the social problem is very great and
275 where often occurs situations of abuse, then Good Beginning I think it lacks a lot of preparation for
276 people" (Nut1).

277 Educational actors demand from their institutions more intensity in the training offered, in matters of
278 infringement of rights, because they perceive themselves, unaware of the subject, since it is only
279 addressed once in the year and with it is not enough to gain confidence as representatives of
280 institutionality, as the following contribution states.
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281 "... It is that there should be more training about that, that at least trains one in the strategies you
282 should use after... so you have to make one, what is the treatment you are given; well, one as an
283 educational agent can give themselves to research, but as from early childhood, how senior managers
284 see it, as it would be, because it would be very interesting if they trained us more from that place, as
285 from experience, because because they are more expert, then it would be more important (Dc1).

286 They also perceive a lack of interest in actively accompanying the processes of activating routes for the
287 restitution of rights, the helplessness of educational actors in the face of this process is remarkable, when
288 they express constant complaints and concerns about their safety, which is not guaranteed by institutional
289 accompaniment, as the following contribution shows:

290 "Entities become deaf to open the process, but they also become deaf when that professional puts his
291 life, his stability, his work at risk, because when he denounces, he has a threat and the same entity, and
292 even the same program becomes the deaf and leaves him alone" (Coo2).

293 Another contribution in this regard:

294 "The double infringement has been presented more than we believe, I believe that somehow also the
295 program and the State has to evaluate why that can happen, because I believe that somehow it is also
296 given by homelessness to those who accompany those processes, many entities are deaf to open the
297 process, to say well I do not receive and already , but deaf people are also made when that professional
298 also puts his life, his stability, his work (Ps1) at risk.

299 Discussion

300 Co-responsibility as a constitutional principle refers to the concurrence of actors and actions aimed at
301 guaranteeing the rights of children, a function that must be assumed by both the family, society and the
302 State, as co-responsible agents for the care, care and protection of children and adolescents (Restrepo and
303 García, 2017, quoting Hoyos , 2012).

304 Co-responsibility for events of violation of children's rights is a duty directly linked to the regulations,
305 as is clear from Law 1098 of 2006, the code of children and adolescents, every adult, is committed to
306 children, whether as a professional of a comprehensive childcare institution or as a citizen, with civil
307 duties that commit him to the care and guarantee of children's rights.

308 This process of co-responsibility, as seen in the results and in correspondence with Restrepo and
309 García (2017, p. 44), "includes the internalization of the role of educational agent, the School, the family
310 and society in general, as actors who are responsible for empowering the and assuming the integral
311 protection of children by strengthening their rights"; this in turn can be checked with the studio of
312 Camacho Gancio (2019)..

313 Colombia as a social state of law, is in the way of understanding this principle, based on childcare
314 programmes, although as the results point out, not always yet, effectively and relevantly, it is necessary to
315 emphasize, as evidenced by Ramírez et al. (2015), in the recognition of the child as a subject of law,
316 protagonist of his own development , for which it is imperative to ensure the appropriation of the State,
317 the family and civil society, as committed agents of their care and protection.

318 For their part Alvarado and Castañ o (2014), add that it is indispensable from the co-responsible role of
319 the adult, to recognize children as subjects of law, not only as a label but as a true social place, that
320 transforms social relations, family and even the same state, being infants, subjects with active roles and
321 participation in the construction of society.

322 At this point, educational actors, defined by the National Strategy from zero to forever (2011), like all
323 these adults, from different roles of care or parenting, responsible for the care and protection of children,
324 take on an important role as generators of processes promoting the protection, development and
325 education of children; precisely what the participants of this study show, that it is necessary to reinforce
326 in terms of clarities and opportunities in the performance of their role. These challenges, as Gonzá lez
327 states (2019), in the generation of scenarios, contexts and environments of prevention of violation of
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328 rights, promotion of good treatment and timely attention, as key pieces for the success of the processes of
329 activation of routes for the restitution of rights.

330 All this, taking up responsibilities assigned to professionals who care for children, in aspects such as
331 their continuous training and qualification, the active participation of administrative bodies in the
332 processes of denunciation and restoration of rights and the generation of awareness in families as the first
333 actor responsible for the protection of children. For it is these aspects that stand out the most as lacks in
334 the results of this study.

335 Gonzá lez (2019); Sierra, Arboleda, Agudelo (2011); Murillo, Gó mez y Quiroz (2011); and, Jiménez
336 Ayala and Giraldo (2010), state that society, the family and the state, have an obligation to assume
337 responsibility for children, calling for shared actions, that allow the care, care, protection and well-being
338 of children, for which it is necessary, to inform and train in the detection and prevention of the different
339 forms of child abuse, fostering the skills of parents, promoting the skills of parents , educational agents
340 and the community in general, for the timely activation of routes to restore the violated rights of children.
341 These issues broadly show the results regarding the training and qualification of professionals, direct
342 agents of children and their parents caregivers and family environments.

343 Finally, it is essential to mention that, in the results, contributions appear regarding the few guarantees
344 felt by educational actors by the institutionality, which implies fear of complaint at the recognition of the
345 violation of children for fear of reprisals, issues have in some way been addressed and dealt with by
346 investigations such as those of Larrea (2019); Gonzalez (2019); Franco, Urrego, Tejada and Bá ez (2007);
347 and the National Strategy from zero to forever (2011), where they propose the return of the exercise of
348 rights as a matter of interinstitutional co-responsibility and state that, it is from early detection, route
349 activation and relevant denunciation, that it is possible to ensure the comprehensive care and reparation
350 of the infant in the face of the violation. This lies in the comprehensive task and management that make it
351 possible to effectively restore children through the implementation of strategic actions by competent
352 institutionality to provide immediate care, care and protection to children; thus, such actions of restitution
353 and comprehensive protection require the State to act in coordination and articulately with the family,
354 educational institutions and the community, seeking to generate alternatives for reducing and mitigating
355 existing risks that lead to infringement.

356 A final contribution that deserves to be highlighted is the perception that these issues are increasingly
357 in the daily saying of educational actors and parents, but for all the circumstances set out above, they have
358 not yet been incorporated in favor of optimal protection of children's rights since the exercise of co-
359 responsibility. It is hoped that, with such studies, this issue will be effectively positioned as an aspect of
360 the social and human development required in our contemporary contexts.

361 Conclusions

362 In order to respond to the requirements for comprehensive early childhood care, it is necessary to take
363 actions involving co-responsibility, in order for all to enable the protection of children against any kind of
364 violation of their rights, which requires continuous accompaniment of the family and significant actors
365 such as educational actors, but also of the guarantee of the institutions of the State , in order to generate a
366 social culture of true protection, care and respect for children.

367 Organizations, legal or natural persons, are obliged to commit the responsibility of taking an active
368 part in the effective achievement of children's rights. It is with co-responsibility that it is possible to
369 promote the guarantee and enforcement of rights, the prevention of situations of vulnerability, threat or
370 non-compliance, for the optimal restoration of children's rights.

371 Co-responsibility must be a guiding principle, guiding from the different social roles, the processes for
372 the care, protection and life worthy of children.

373 It would be worth continuing to conduct social investigations into the various roles assumed from the
374 family, the state and society in the face of the violation of children's rights.

375 References
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