94% of researchers rate our articles as excellent or good
Learn more about the work of our research integrity team to safeguard the quality of each article we publish.
Find out more
CONCEPTUAL ANALYSIS article
Front. Educ.
Sec. Mental Health and Wellbeing in Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1546431
Breaking taboos! From Silence to Support: Understanding Children's Sexuality in Early Childhood Pedagogical Practice
Provisionally accepted- Queen Maud University College, Trondheim, Norway
Sexual education has been a subject of scholarly focus for over three decades, yet addressing sexuality as an integral aspect of human development remains a persistent challenge. In early childhood education, the topic is often stigmatized, leaving educators without the tools or confidence to approach it constructively. Recognizing sexuality as a natural and developmental process is essential for fostering respect, healthy relationships, and personal growth in children.This article explores kindergarten teachers' practices and perceptions concerning children's sexuality, examining societal taboos and the critical gaps in teacher education. By integrating insights from policy documents and empirical research, this study underscores the necessity of incorporating comprehensive sexuality education into teacher training programs. It advocates for a shift from silence to proactive engagement, empowering educators to address children's natural expressions with empathy and respect.
Keywords: Kindergarten, Sexuality, sexual health, Sexual Development, Education
Received: 16 Dec 2024; Accepted: 03 Mar 2025.
Copyright: © 2025 Lehn and Chahboun. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Sobh Chahboun, Queen Maud University College, Trondheim, Norway
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.