Sexual Education in Preschool Teacher Perspectives and Material Usage
DOI:
https://doi.org/10.61518/ijpw-152Keywords:
Sexual Education, Sexual Education in Preschool, Materials Used in Sexual EducationAbstract
This study aims to examine the materials and activities used by preschool teachers in their sexual education practices. A case study design, one of the qualitative research methods, was employed. The study group consisted of sixty-five teachers working in public schools and private kindergartens in the districts of Famagusta and İskele in the Turkish Republic of Northern Cyprus. Data were collected through a semi-structured interview form and a material/activity checklist related with sexual education. The interviews were conducted face-to-face and audio-recorded, while the materials were examined utilizing the checklist. Content analysis and descriptive analysis methods were employed to analyze the data obtained. The findings revealed that teachers generally limit sexual education to the concept of child self-protection and primarily address issues of privacy. It was determined that teachers defined learning outcomes mainly in terms of “the child’s ability to protect oneself.” In addition, the majority of teachers had not received any formal training in sexual education and did not regularly use materials in their practices. The materials examined were found to most frequently include the core concept of “sexual health” and least frequently address “society and culture." In this context, considering the findings achieved, it can be stated that teachers predominantly associate sexual education with the concept of self-protection.
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