Examination of preschool teachers' views on sexuality education

Abstract

The aim of the study is to examine the knowledge and the information sources of preschool teachers about sexuality education, sexual behaviours that they confront in the preschool classes and their reactions to these behaviours. The research was designed according to the qualitative method. Semi-structured interviews were conducted with 8 volunteer schoolmistresses with at least 3 years of professional experience. The semi-structured interview form was prepared by considering sexuality education, sexual behaviours confronted in preschool classes and the dimensions of their reaction to these behaviours. The data acquired in the study were coded and classified by content analysis method. As a result of research, the teachers participating in the research stated that they did not take any course under the name of sex instruction during their teacher training. Within the teachers' definition of sexuality education, there are informative lessons such as knowing his/her own gender, gender identity development, learning to protect his/her own body and informing about reproduction. Not to find their knowledge about sexuality education adequate, the teachers participating the research stated that they abstain from scheduling activities related to sexuality education. Teachers pointed out that they confront verbal sexuality frequently and gender identity games rarely in their classes. Besides, they stated that they appeal to solutions such as connivance, distraction, involvement to their games, warning and referring to counselling service in the face of such possible sexual behavior (touching inappropriate with adult, sexual game, masturbation, verbal sexuality, gender identity games) within the class.