Strengthening comprehensive sexuality education in the curriculum for the early grades

Abstract

This article aims to strengthen the comprehensive sexuality education (CSE) curriculum for the early grades (Grade R-3, children between the ages of 6 and 8 years) and to gain an understanding of teachers' knowledge and understanding of CSE and its links to the Curriculum and Assessment Policy Statement (CAPS): Life Skills. Background:The continuing high rate of child abuse and sexual violence has highlighted the need for a focused intervention in the form of educating young learners on sexual risks and protection against harmful behaviours and making them aware of their right to be protected. Aim:The aim of this article is to strengthen the comprehensive sexuality education (CSE) curriculum for the early grades and to gain an understanding of teachers' knowledge of CSE and how it is linked to the Curriculum and Assessment Policy Statement (CAPS): Life Skills.Setting: This study was conducted at two schools in different districts in the Gauteng Province, in environments where rich data could be solicited from the participants regarding their knowledge of how to strengthen CSE in the curriculum.Methods: A qualitative case study was conducted that included eight Foundation Phase teachers and two subject advisors. One focus group interview was held with teachers and subject advisors. The analysis of documents containing teachers' and subject advisors' notes was examined through the lens of the Behaviour-Determinant-Intervention (BDI) Logic Model. Results:The data gathered showed the following significant gaps in CAPS: Life Skills CAPS need to be addressed and aligned to the International Technical Guidelines on Sexuality Education (ITGSE), and teachers need to be adequately trained in the content and teaching methodologies of CSE in the early grades. Conclusion:The CAPS curriculum must be aligned to the ITGSE. Teachers need to be trained; detailed scripted lesson plans should be made available to all early-grade teachers and appropriate resources should be provided to support teaching and learning to strengthen the CSE implementation.

Implementation of Sexuality Education in Preschool: Challenges and Obstacles

“…The schools can also create collaboration with Ministry of Education (MOE), Ministry of Health (MOH) and non-governmental organizations by planning and organizing campaigns and workshops for the preparation of teaching materials/aid kits, and enhance understanding and confidence of teachers, parents and children about the sexuality topic (Hasmadi et al, 2022). In addition, Venketsamy & Kinear (2020) viewed that teachers need to be empowered with knowledge and understanding of the sexuality education content so that students are more sensitive to their surroundings, make appropriate decisions, aware of sexual abuse and communicate effectively when they experience sexual abuse. Balter et al (2016) claimed that support from school administrators can increase the motivation of early childhood education teachers to talk explicitly with children about sexuality.…”

Reflecting on Sexuality Education in Teacher Education: Using a Life History Methodology of a Same-Sex Desiring Male Foundation Phase Teacher

“…The socially constructed discourse of children as sexually innocent leads to the belief that children in FP are not mature enough and, therefore, can easily be overwhelmed by the content provided in the comprehensive sexuality education curriculum (Bhana, 2016). Venketsamy and Kinear (2020) postulated that parents and teachers of young children take for granted that learners make meaning based on what they see, hear, and experience in their everyday childhood regarding societal norms and sexuality. This means that children are aware of sexuality, even if parents and teachers invalidate it.…”

“…This could allow learners to identify and report inappropriate sexual advances and abuse at an early stage, and support the development of healthy relationships overall. Venketsamy and Kinear (2020) postulated that children only formally learn about sexuality in their teenage years, which is too late because they may have already acquired preconceived ideas about aspects of sexuality such as diverse gender identities. Children are active citizens who are aware of their bodies and feelings.…”

“…However, Kirby (2011) has identified challenges in implementing and incorporating comprehensive sexuality education in the life skills curriculum and teaching about it. Kirby (2011) and Venketsamy and Kinear (2020) found that the majority of teachers in FP deliver comprehensive sexuality education content in conventional and rigid ways and promote heteronormativity. Teachers are custodians of the curriculum and can facilitate critical engagement with learners around sexuality (Bhana, 2016).…”

Child Sexual Abuse in South Africa: A Criminological Case Study Analysis Exploring a Life-Course-Persistent Pathway for Serial Rape and Murder

“…A 2016 national prevalence study, conducted in South Africa, projects that one in three children were victims of sexual violence and physical abuse prior to them reaching the age of 18 years (Jamieson et al, 2017: 8). More recent South African research (Artz et al, 2018; Venketsamy and Kinear, 2020: 791–792) shows that child sexual abuse (CSA) is an extensive and common problem in South Africa. The Opitmus Study (South Africa) found that more boys than girls reported CSA and boys are at higher risk than girls for CSA.…”