Supporting the development of sexuality in early childhood: The rationales and barriers to sexuality education in early learning settings

2021 ◽  
pp. e20210034
Author(s):  
Alice-Simone Balter ◽  
Deborah Gores ◽  
Tricia van Rhijn ◽  
Adam W.J. Davies ◽  
Taylor Akers
Keyword(s):  
Early Childhood ◽  
Sexuality Education ◽  
Critical Factor ◽  
Early Learning ◽  
Unique Contribution ◽  
Personal Safety ◽  
Safety Skills ◽  
Constructions Of Childhood ◽  
Learning Professionals ◽  
Learning Frameworks

Learning about sexuality is an important part of development in early childhood but is not formally considered in early learning settings. This makes sexuality education for young children both rare and inconsistent across early learning settings. The purpose of this paper is to provide a unique contribution and inform the state of sexuality education in early learning settings in Canada, which is currently an understudied area. We describe the Canadian context of sexuality education in early learning settings and examine its presence in provincial and territorial early learning frameworks. We advocate for the inclusion of sexuality education in early learning settings because it can support children’s development and construction of sexuality, is a critical factor in providing children with personal safety skills and a part of child sexual abuse prevention work, and also sets the foundation for equity and social justice in teaching children about diversity as a norm. We discuss the barriers which act to exclude sexuality education in early learning settings including a lack of curriculum and policy to guide early learning professionals in addressing and supporting this domain, fear of parent reactions, and theoretical constructions of childhood innocence. We conclude with practice and policy recommendations to move the field forward.

scholarly journals A Conceptual Model of Children’s Rights and Community-Based Values to Promote Social Justice Through Early Childhood Curriculum Frameworks

2016 ◽  
Vol 41 (3) ◽  
pp. 38 ◽  
Author(s):  
Rachel Caplan ◽  
Colleen Loomis ◽  
Aurelia Di Santo
Keyword(s):  
Social Justice ◽  
Early Childhood ◽  
Children's Rights ◽  
Early Learning ◽  
Children’S Rights ◽  
Integrative Approach ◽  
Early Childhood Curriculum ◽  
Community Based ◽  
Curriculum Frameworks ◽  
Learning Frameworks

<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>A “rights-integrative approach to early learning” has been </span><span>proposed as a foundation for curriculum frameworks. Building </span><span>on this work we conceptually explored the complementarity </span><span>and compatibility of children’s rights to autonomy, protection, nondiscrimination, and participation, with community-based values of prevention and promotion, empowerment, diversity, and civic participation. We argue that it is necessary to infuse a rights-based approach with community-based values in early childhood curriculum frameworks to promote social justice for children as individuals and as a relational community. </span><span>Our proposed expanded conceptual framework may be useful </span><span>for evaluating early learning frameworks, nationally and internationally, from a rights-based social justice perspective. </span></p></div></div></div></div>

scholarly journals PENDIDIKAN KESELAMATAN DIRI ANAK USIA DINI

2018 ◽  
Vol 13 (2) ◽  
pp. 113-122
Author(s):  
Tri Widayati
Keyword(s):  
Early Childhood ◽  
Primary School ◽  
Safety Management ◽  
Health And Safety ◽  
Primary School Children ◽  
Personal Safety ◽  
Safety Education ◽  
Safety Skills ◽  
Disaster Reduction ◽  
School Students

The background of this study is the frequent occurrence of early childhood accidents. Children as objects of protection need to be equipped with knowledge and attitudes and behaviors related to their safety. One way to avoid early childhood hazards is to increase their understanding of hazards and ways to overcome hazards through personal safety education. The study aimed to describe the implementation of early childhood self-education education and find out the results of the assessment in the Gaharu Plus KB. This research is a case study with a qualitative exploratory approach. This research was conducted from July to September 2018 involving all children (63 people). The results showed that the method of self-safety education in KB Gaharu Plus was PAUD Watching method. This method is the result of the development of the model at BP PAUD & Dikmas East Kalimantan. The stages include learning hazards, hazard surveys, hazard maps and ways to avoid hazards. Children can attend the process of self-education education. However, there were still 18.60% of new children began to develop in telling the results of the description related to potential hazards. Personal safety education in KB Gaharu Plus can improve children’s understanding of hazards and how to avoid them.    References Amelia, L. (2012). Metode kindergarten watching siaga bencana gempa bumi terhadap stimulasi kecerdasan visual spasial dan kecerdasan kinestetik anak usia dini di TK Syeikh Abdurrauf Blang Oi Banda Aceh. Jurnal Tematik, 5(2), 165-179. doi: https://doi.org/10.24114/jt.v5i02.3207 Arikunto, S. (1995). Manajemen penelitian. Jakarta: Rineka Cipta. Balitbangkes Kementerian Kesehatan RI. (2013). Riset kesehatan dasar. Diakses melaui http://www.depkes.go.id/resources/download/general/Hasil%20Riskesdas%202013.pdf Bolig, G., Wahl, H.A., & Svendsen, M.V. (2009). Primary school children are able to perform basic life-saving first aid measure. Journal of Resuscitation, 80, 689-692. Direktorat Pembinaan PAUD Dirjen PAUD & Dikmas. (2015). Pedoman pengelolaan pembelajaran pendidikan anak usia dini: Pedoman implementasi kurikulum 2013 PAUD. Jakarta: Kemdikbud. Direktorat pembinaan PAUD Dirjen PAUD & Dikmas. (2015). Petunjuk teknis penyelenggaraan PAUD holistik integratif di satuan PAUD. Jakarta: Kemdikbud.  Effendi, A. (2016). Kegiatan menggambar pada anak usia dini. Diakses melalui http://paudunia.blogspot.co.id pada tanggal 16 September 2017.  Hartati, S. (2005). Perkembangan belajar pada usia dini. Jakarta: Departemen Pendidikan Nasional.  Indarwati, R.D. (2011). Hubungan antara pengetahuan dan sikap orang tua tentang bahaya cedera dan cara pencegahannnya dengan praktik pencegahan cedera pada anak usia toddler di kelurahan Blumbang Kecamatan Tawangmangu Kabupaten Karanganyar. GASTER, 8(2), 750-764. http://www.jurnal.stikes-aisyiyah.ac.id/index.php/gaster/article/view/26 Istifada, R., & Permatasari, H. Keselamatan diri anak SMP terhadap resiko terjadinya kecelakaan di sekolah. Diakses melalui http://lib.ui.ac.id/naskahringkas/2015-09/S52892-Rizkiyani%20Istifada pada tanggal 31 Oktober2018. Istiqomah, A. (2015). Upaya meningkatkan perhatian anak melalui metode bercerita dengan media boneka tangan pada anak kelompok A TK ABA Jogoyudan Yogyakarta. Pendidikan Guru PAUD S-1, IV(7), 1-8. http://journal.student.uny.ac.id/ojs/index.php/pgpaud/article/view/365 Kuschithawati, S., Magetsari, R., & Ng, N. (2007). Faktor risiko terjadinya cedera pada anak usia sekolah dasar. Berita Kedokteran Masyarakat, 23(3), 131-141. doi: https://doi.org/10.22146/bkm.3620 Lamb, et.al. (2006). Children’s acquisition and retention of safety skills: the lifeskills program. Injury Prevention,12(3),161-165. doi: http://dx.doi.org/10.1136/ip.2005.010769 Muchtamadji, A. (2004). Konsep dan penerapan pendidikan keselamatan. Jakarta: Direktorat Jenderal Olahraga. Nugratmaja, A.S. (2011). Penatalaksanaan pencegahan kecelakaan anak usia prasekolah di Dusun Geblagan Kecamatan Kasihan Kabupaten Bantul. Tesis. Yogyakarta: Universitas Muhammadiyah Yogyakarta. Ogawa, Y. (2005). Town watching for disaster reduction for effective and successful risk communication. United Nations World Conference on Disaster Reduction Kobe, Japan. OHSAS. (2007). Sistem manajemen keselamatan dan kesehatan kerja-persyaratan (occupational health and safety management systemsrequirements). Diakses melalui https://nuruddinmh.files.wordpress.com/2013/08/ohsas-18001-2007-dual-language.pdf pada tanggal 22 Oktober 2018.  Sandy, W. (2012). Tingkat pengetahuan tentang keselamatan pada siswa sekolah dasar. Skripsi. Depok: Universitas Indonesia. Sari, S. A., & Khatimah, K. (2015). The application of school watching method to increase the earthquake disaster preparedness of primary school students MIN Blang Mancung, Aceh. Journal of Education and Learning, 9(3), 241-245. doi: http://dx.doi.org/10.11591/edulearn.v9i3.2301 Sumargi, A.M., dkk. (2005). Apa yang diketahui anakanak sekolah dasar tentang keselamatan dirinya: Studi pendahuluan tentang pemahaman akan keselamatan diri. INSAN Media Psikologi, 7(3), 226-249. http://journal.unair.ac.id/INSAN@apa-yang-diketahui-anakanak-sekolah-dasar-tentang-keselamatandirinya-article-1167-edia-8-category-10.html Sumargi, A.M., & Simanjuntak, E. (2010). Pemahaman dan sikap orang tua pada keselamatan diri anak-anak usia dini. Temu Ilmiah Nasional IPPI, IPS & Fakultas Psikologi UNAIR.  Vinje, M.P. (1991). Children as pedestrian: abilities and limitations. Accident, Analysis and Prevention, 13(3), 225-240. doi: https://doi.org/10.1016/0001-4575(81)90006-3

scholarly journals Sexuality education and early childhood educators in Ontario, Canada: A Foucauldian exploration of constraints and possibilities

2021 ◽  
pp. 146394912110607
Author(s):  
Adam WJ Davies ◽  
Alice Simone-Balter ◽  
Tricia van Rhijn
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Sexuality Education ◽  
Professional Training ◽  
Early Learning ◽  
Early Childhood Educators ◽  
Gender And Sexuality ◽  
Early Years ◽  
Professional Practices ◽  
Sexual Diversity

Open conversations regarding sexuality education and gender and sexual diversity with young children in early childhood education settings are still highly constrained. Educators report lacking professional training and fearing parental and community pushback when explicitly addressing these topics in their professional practices. As such, gender and sexual diversity and conversations of bodily development are left silenced and, when addressed, filtered through heteronormative and cisnormative frameworks. Through a Foucauldian post-structural lens, this article analyses data from open-ended qualitative questions in a previous research study regarding early childhood educators’ perceptions on discussing the development of sexuality in early learning settings in an Ontario, Canada context. Through this Foucauldian post-structural analysis, the authors discuss forms of surveillance and regulation that early childhood educators experience in early learning settings regarding the open discussion of gender and sexuality. The authors explore how both the lack of explicit curricula addressing gender and sexuality in the early years in Ontario and taken-for-granted notions of developmentally appropriate practice, childhood innocence, and the gender binary – employed in discourses of sexuality education in the early years – regulate early childhood educators’ professional practices. The authors provide recommendations which critique the developmentalist logics – specifically, normative development – that are used to silence non-heterosexual and non-cisgender identities in the early years, while articulating the need for explicit curricula for educators in the early years regarding gender and sexuality in young children.

Doing pedagogical intentions with Facetiming Common Worlds (and Donna Haraway)

2020 ◽  
Vol 10 (2) ◽  
pp. 131-144 ◽  
Author(s):  
Nicole Land ◽  
Catherine Hamm ◽  
Sherri-Lynn Yazbeck ◽  
Miriam Brown ◽  
Ildikó Danis ◽  
...  
Keyword(s):  
At Risk ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching Practices ◽  
Early Learning ◽  
Research Project ◽  
Donna Haraway ◽  
Childhood Education ◽  
Pedagogical Relationships ◽  
Learning Frameworks

Working with stories of children’s relationships with place and technologies from an early childhood education pedagogical inquiry research project in Melbourne, Australia and Victoria, Canada, this article takes up the concept of “pedagogical intentions” to consider how educators and researchers might cultivate intentional teaching practices relevant to the complex worlds we inherit with children. We think with a common worlds pedagogies approach to extend conceptualizations of intentional teaching held in dominant Euro-Western early learning frameworks in Melbourne and Victoria. After situating our understanding of pedagogical intentionality as an ongoing, purposeful, answerable practice of shaping and caring with everyday pedagogical relationships, we share three stories of how we activate our Donna Haraway–inspired intentions with children. By questioning how our pedagogical intentions inform our work, we assert that sharing and putting at risk our intentions is a necessary practice for thinking collectively with children, more-than-human others, and technologies within early childhood education.

Sobrevoo e trilhas da pesquisa: caminhos para olhar a Educação Infantil

2018 ◽  
Vol 23 (2) ◽  
pp. 590-607
Author(s):  
Marta Nidia Maia
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Learning ◽  
Research Strategies ◽  
Doctoral Thesis ◽  
Specific Field ◽  
Childhood Education ◽  
Children's Education ◽  
Children’S Education

Este texto está centrado no processo e estratégias de pesquisa de tese de doutorado já defendida. Seu objetivo é apresentar os caminhos trilhados para elaboração da tese que trata do Currículo da Educação Infantil e sua relação com datas comemorativas. Propôs-se a ouvir sujeitos envolvidos no cotidiano desse currículo – profissionais e crianças. A pesquisa é um exercício de compreensão do particular como forma de apreensão do real, olhando a especificidade como parte de um todo no qual se insere e representa. Os indícios encontrados no campo específico da pesquisa, dizem respeito a ele, mas não só. Dizem respeito à totalidade que o produz, aos sistemas, às escolas, aos sujeitos implicados com a Educação Infantil e seu currículo.  Palavras-chave:Pesquisa – Currículo – Educação Infantil This text is centered in the process and doctoral thesis research strategies already advocated. Your goal is to present the paths for the preparation of the thesis dealing with the curriculum of early childhood education and its relationship with anniversaries. It was proposed to hear those involved in the daily curriculum that - professionals and children. The research is a particular understanding of the exercise as real apprehension so, looking at the specificity as part of a whole in which it operates and is. The evidence found in the specific field of research, relate to it, but not only. They relate to all the produce, systems, schools, the subjects involved with the Children's Education and curriculum. Key words:Search - Curriculum - Early Learning                         

Confronting the Contradictions: A Case Study of Early Childhood Teacher Development in Neoliberal Times

2009 ◽  
Vol 10 (3) ◽  
pp. 240-259 ◽  
Author(s):  
Christopher P. Brown
Keyword(s):  
Early Childhood ◽  
Teacher Development ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Early Learning ◽  
Early Childhood Teacher ◽  
Reform Process ◽  
Instrumental Case Study ◽  
The Impact

As neoliberal polices that emphasize governing the modern state through market-based principles expand across the globe, they are altering the training of early childhood teacher candidates. This creates a range of challenges for those teacher educators who are critical of this reform process. This article presents an instrumental case study that examined the impact of neoliberal education reforms on the development of a sample of early education teacher candidates. Analyzing this case of teacher development offers teacher educators the opportunity to consider the practical and critical steps they might take to better prepare their candidates for these reforms. Doing so will help teacher candidates develop early learning experiences for their children that teach them to become engaged democratic citizens rather than compliant consumers within the neoliberal state.

scholarly journals Animating a Curriculum Framework Through Educator Co-Inquiry: Co-Learning, Co-Researching, and Co-Imagining Possibilities

2019 ◽  
pp. 37-53
Author(s):  
Jane Hewes ◽  
Tricia Lirette ◽  
Lee Makovichuk ◽  
Rebekah McCarron
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Professional Learning ◽  
Professional Practice ◽  
Critical Reflection ◽  
Meaning Making ◽  
Early Learning ◽  
Transmission Modes ◽  
Curriculum Frameworks ◽  
Curriculum Framework

The shift toward a pedagogical foundation for professional practice in early childhood along with the introduction of curriculum frameworks in early learning and child care, calls for approaches to professional learning that move beyond transmission modes of learning towards engaged, localized, participatory models that encourage critical reflection and investigation of pedagogy within specific settings. In this paper, we describe ongoing participatory research that explores educator co-inquiry as an approach to animating a curriculum framework. A story of curriculum meaning making that opened a hopeful space for critical pedagogical reflection and changed practice serves as a basis for deeper reflection.

Maximising Advantage in the Preschool Years: Parents' Resources and Strategies

2017 ◽  
Vol 42 (3) ◽  
pp. 65-72
Author(s):  
Ciara Smyth
Keyword(s):  
Early Childhood ◽  
Cognitive Development ◽  
Early Learning ◽  
Early Years ◽  
Critical Periods ◽  
Concerted Cultivation ◽  
Primary Schooling ◽  
Life Chances ◽  
Downward Shift ◽  
Infancy And Early Childhood

EDUCATIONAL ATTAINMENT HAS GAINED increasing importance in determining life chances. Parents hoping to secure a learning advantage for their offspring are increasingly focused on the preschool years. This downward shift from primary schooling has been prompted by the ‘first three years' movement, with its emphasis on infancy and early childhood as critical periods for development and learning. So what does this mean for early years parenting? Do parents try to secure a learning advantage in the preschool years and how do they do it? This paper highlights the four resource-dependent strategies Australian parents employ, both individually and in combination, to promote their child's early learning: ‘parenting for cognitive development’, outsourcing for cognitive development, ‘concerted cultivation’ and ‘redshirting’. By highlighting these resource-dependent strategies, this study highlights the socioeconomic gap in children's access to opportunities that parents believe give children a learning advantage in the preschool years.

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