Teacher views on sexuality education in kindergarten: What does developmentalism have to do with it?

This article reports on findings from a qualitative survey that was implemented to examine kindergarten teachers’ views on sexuality education for young learners. Drawing on a critical theoretical framework, an analysis of 21 survey responses showed how traditional developmental frameworks, namely, ages-and-stages logics, were predominant in shaping teachers’ perspectives on sexuality education in kindergarten. Specifically, the common characterization of kindergarten children as “too young” in developmental terms seemed to inform teachers’ views on what sexuality content should be implemented in kindergarten and their views on the feasibility of implementing a sexuality education program with young children. The results from this study illustrate how developmental logics may operate to govern young children’s access to comprehensive sexuality education. The authors conclude with recommendations for enhancing young children’s access to quality sexuality education in kindergarten.