The development of sexuality in childhood in early learning settings: An exploration of early childhood educators' perceptions

Abstract

This study explored Ontario early childhood educators' (ECEs) experiences and perceptions about the development of sexuality during early childhood. Sixty-four educators completed an online survey with a mix of closed- and open-ended questions; quantitative data were used to provide descriptive statistics and qualitative data were interpreted using thematic analysis. The findings underscore that ECEs observe children expressing typical sexual behaviours in early learning settings. These behaviours include self-touching, those occurring during bathroom routines and play-time, and behaviours influenced from family experiences. Varying perspectives about the purpose of sexuality education in early childhood emerged; ECEs suggested that knowledge of self, families, and being able to answer children's questions should be key areas on which to focus. Participants also discussed concerns regarding childhood sexual development. Primary concerns included parental involvement, questioning the appropriateness of sexuality education in early childhood, and the need for more professional development. Many factors affected ECEs willingness to address the development of sexuality in their practice. When asked about workplace policies that could provide guidance, one-third of ECEs did not know if a policy existed, and a further 54% stated their workplace had no policy. These findings contribute new data on ECE perceptions about preschool sexuality education in a Canadian context. The development of curriculum and policy are suggested as ways to provide systematic guidance and protocols regarding sexual and gender development. Additional training in the area of childhood sexual development is suggested to increase ECEs' knowledge and skills in guiding the development of sexuality in childhood.

Equipping early childhood educators to support the development of sexuality in childhood: Identification of pre- and post-service training needs

“…Data were collected for this study using an online survey with closed-and open-ended questions to explore ECEs' perceptions regarding sexual development using questions developed specifically for this project (as detailed in Balter et al, 2016). Following institutional ethics review, participants were recruited through licensed child care centres in Ontario and a survey link on the Ontario College of Early Childhood Educators' website (see Balter et al, 2016 for more details). Ten cash prizes of $50 were offered in an incentive draw for participants.…”

“…The data for this current study are taken from a larger project conducted in Fall 2014 in Ontario, Canada addressing ECE perceptions on the development of sexuality in childhood (see Balter et al, 2016). The previous literature review points to the necessity of sexuality training in pre-service ECE programs as well as in the form of professional development to increase ECEs' capacities to address the development of sexuality (Public Health Agency of Canada, 2008) in early childhood.…”

“…The findings from our previous study highlight ECEs' struggles to identify what age appropriate means in regards to sexuality education, the need for more comprehensive preservice training, and concerns addressing the development of sexuality without training. Participants' decreased willingness to address the development of sexuality was linked to a lack of training, general societal tensions around sexuality education, as well as an absence of workplace policies around addressing developing sexuality (Balter et al, 2016). The current study examines three specific research questions about ECE participants' perceptions about their ability to provide sexuality education for young children relating to: 1) early learning centres' quality of addressing sexuality education; 2) the current level of preparation of early childhood educators; and, 3) identifying the needs of training programs.…”

“…Questions from the survey utilized for the current study are presented below in tandem with the analytic strategies. Descriptive statistics were examined for all close-ended questions, and open-ended questions were thematically analyzed following the process clarified in (Balter et al, 2016).…”

“…As previously noted in (Balter et al, 2016) there was an omission of a question asking what setting ECEs worked in (e.g., early learning centres, FDK classrooms), which may have provided insight into how different settings address sexuality, in their policies and practice. In light of the data for the current study, three further limitations are reflected upon.…”