Sexuality Education in Early Childhood: A Quantitative Analysis of Support and Resistance among Early Childhood Education Stakeholders in Indonesia

Abstract This paper aims to explore attitudes towards the inclusion of sexuality education and how various aspects of sexuality can be incorporated into early childhood education (ECE) in Indonesia. The study employs a quantitative method using a cross-sectional design with a survey data collection technique conducted online through Qualtrics. The sample for this research consists of 1, 024 stakeholders, including teachers, school principals, ECE students, lecturers, practitioners, school advisors, caregivers, and parents. The research participants were given a 28-item questionnaire, utilizing a 5-point Likert scale ranging from 1 for "strong agree" to 5 for "strongly disagree."Data analysis conducted through Exploratory Factor Analysis (EFA) identified eight distinct dimensions reflecting stakeholder attitudes towards sexuality education. The research revealed a notable resistance to healthy perspectives on sexuality and child development, as evidenced by an average score of 3.82. Conversely, the enforcement of traditional gender norms received significant endorsement, averaging 1.55. The analysis of topics associated with gender stereotypes and entrenched religious beliefs indicated substantial support for conventional norms, with respondents expressing concerns regarding the suitability of early discussion about sexuality. To gain a clear understanding of support or resistance, this work also explores how cultural and social factors are framed by gender constructivism and theory of planned behavior to elucidate how caregivers' or teachers' intentions to teach sexuality education are influenced by their attitudes, cultural or religious norms, and their confidence in delivering content within early childhood settings in Indonesia. . The results call for advocacy for curriculum reform including early age promotion of gender equality, inclusive learning environments supporting diverse identities, early and culturally sensitive interventions, and inclusive educational policies to create a comprehensive understanding of childhood sexuality. The methodology limitations of the study include the predominant representation of participants from a single region. A critical direction for future research is the in-depth investigation of stakeholders’ perspectives and a deconstruction of the several systems that perpetuate inequality in access to comprehensive early sexuality education.