Search

Login Information/Payment. All children absorb educational information differently based on their gender differences. The main reason for this is that children's thinking strategy, type of attention and memory, as well as information acquisition mechanisms are related to gender differences. Preparation of didactic assignments taking into account the gender aspects of children during the lesson, that is, the gender orientation of the lesson process ensures that the individual lateration profiles of the teacher and children are compatible and that children understand and assimilate educational information. For this, teachers should have knowledge and skills to diagnose the peculiarities of the organization of children's brain activity and, based on the results, to ensure the gender orientation of the lesson. Improving the professional competence of teachers in this direction by studying international best practices in the field of didactics will help raise the national education system of Uzbekistan to a higher level. Methods. The diagnostic method "Style of Learning and Thinking, SOLAT" created by Ellis Paul Torrance and C.R.Reynolds, T.Riegel, O.E.Ball was used to determine the leading hemisphere, thinking strategy and information acquisition mechanisms of children. Quality indicators of children's learning of subjects were determined using the "Study of educational materials" method. Results. Through the gender orientation of education in general secondary schools, individual lateration profiles of children and teachers were matched, and the formation of knowledge and creative activity in children was ensured. In addition, individual and group psychological-pedagogical correctional activities with children who have difficulties in socialization due to the imbalance between gender and biological sexes have been organized in schools. Conclusions. In order to gender-oriented education in general secondary schools, it is necessary for the teacher to determine in what strategy it is appropriate to start referring educational information - deductive or inductive, logical thinking or associative-imagery and so on. For this, the teacher is required to determine the neuropedagogical terrain of the study group and take this information into account when preparing didactic materials, formative assessment of children and establish "feedback" with them. Fulfillment of these conditions ensures that children fully understand the information in the lesson and effectively absorb knowledge. [ABSTRACT FROM AUTHOR]

This paper is based on a larger doctoral study about Critical Sexuality Education with children in Delhi, India. It puts forth alternate research and pedagogic interventions, inspired by the 'real' world, to engage children on ideas about sexuality beyond the biological. After presenting a brief overview of political debates and state programmes about sex/uality education in recent years in India, I go on to detail two examples of Participatory Research with girls at a Shelter Home for street children. These involve spatial mapping of their neighbourhood and interviewing a woman E-rickshaw driver. The children-researchers collaborated with the researcher-facilitator to pose questions about gender, violence, equity, access, social justice and so on, vis-à-vis their own lived experiences and social realities. [ABSTRACT FROM AUTHOR]

While both human-animal studies (HAS) and explorations of the educative potential of animals in classrooms have exploded in recent decades, the different roles served by classroom pets in the history of the American curriculum have received scant critical attention. Pets were a central feature of family life since the founding of the American Republic, but primary sources in American education lack a systematic coverage of classroom pets. It was not until later in the twentieth century that more focused attention was given to classroom pets within the curriculum as a means of navigating difficult and contentious subject matter – through sex education, death education, and in helping alleviate student alienation. Classroom pets ultimately served as authentic beasts of burden in helping teachers navigate heavy subject matter often outside of their comfort zones. This article aims to illustrate these particular roles within the American curriculum through current HAS perspectives and inquiries. [ABSTRACT FROM AUTHOR]

This essay explores how mothers who identify a child as homosexual or bisexual report communicating with that child about sexuality and sexual health. Direct and accurate sexual health communication in Puerto Rican families is critical for minimizing health disparities, yet we know very little about mothers' communication with lesbian, gay, and bisexual (LGB) children. Drawing on a subset of data from Por Ahí Dicen, a probabilistic household survey of Puerto Rican mothers in Springfield, Massachusetts, this research focuses on the 13 of 210 mothers who identify one of their children as non-heterosexual. Audio recordings from interviews with nine of the 13 mothers allow for more extensive analysis of how mothers talk about sex and sexual health with their children. Preliminary results from this exploratory study identify challenges that mothers with LGB-children have talking about sex and sexuality. Data offer insight into the language participants use to label or identify their child's non-heterosexuality. Emerging themes indicate most mothers' communication exhibit heteronormative bias. These preliminary insights into mothers' communication with LGB children about sexuality are intended to help future researchers develop research protocols attentive to how they solicit information about non-heterosexuality in Puerto Rican communities. Parents and practitioners are encouraged to learn about same-sex sexuality and protection, and speak directly about LGB and non-heterosexual sex and sexuality in their communities. [ABSTRACT FROM AUTHOR]

Sexual communication from parents is crucial to healthy sexual well-being in young people, yet there is a dearth of research offering evidence-based guidelines for how and when parent-child sexual communication should take place. The perspective of youth on what works and when conversations should happen is also largely absent from the literature. We conducted a mixed-methods study on emerging adults’ (N = 441) beliefs about the ideal age and frequency for parents to discuss sex-related topics, and about their parents’ strengths and weaknesses in sexual communication. Most participants reported that parents should talk about sex frequently, early, and on a wide variety of topics. They also recommended parents to be open, honest, and realistic when talking to their children about sex. We discuss implications for how to reposition parents to engage in successful sexual communication, and thus improve sexual health and well-being for young people. [ABSTRACT FROM AUTHOR]

Introduction: Children with intellectual disability have the same sexual needs as the averagechildren. Parents are their children's primary sex educators but many parents are afraid of talking to their children about sex. The purpose of this study to explore perception of parents in providing sex education to children with intellectual disability. Method: A qualitative study using phenomenological approach. Focus group discusstion (FGD) andin- depth interviews (face-to face) with ten parents having children with mild or moderate intellectual disability, aged nine-eighteen years registered at SLB Negeri 1 Yogyakarta Result: Four themes were found : importance of sex education for children with intellectualdisability, mother has the most important role in providing sex education, distinction of sex education for children with intellectual disability, religion is important in sex education. Conclusions: The role of parents, especially mother is very important to provide sex education than father.Parents should be earlier deliver sex education to protect them from sex abuse and the method of giving sex education with practice. [ABSTRACT FROM AUTHOR]

Sexuality education is one of the most disputable health education programs as far as its inclusion in Early Childhood Education is concerned. This study was conducted in order to investigate early childhood future educators’ attitudes and considerations about introducing sexuality education to their future pupils. We used a qualitative research method: semi-structured interviews for two groups of students in the Department of Educational Studies in Early Childhood, University of Northern Greece. The results revealed that the students who had chosen and successfully completed a course about early childhood sexuality education were the ones who indicated the subject as one of the basic ones to be taught in the kindergarten. Furthermore, they expressed their considerations about Greek bibliography’s lag in this field. Finally, they exhibited more readiness to introduce sexuality education to their future pupils than the rest of the students did. Students who had not attended a relative course referred to developmentally inappropriate subject areas, showing their inability or even riskiness to introduce sexuality to their pupils. The results suggested the students’ need for relevant theoretical as well as practical education. [ABSTRACT FROM AUTHOR]

Children’s sexuality education continues to be plagued with tensions and controversies. In consequence, children’s access to sexuality education is severely compromised, especially in terms of the time dedicated to this topic, the content addressed, how it is taught and by whom. Based on a study of 342 Australian parents of primary school aged children we explore: (i) parents’ perceptions of the relevance and importance of sexuality education to their primary school aged children and the discourses that inform their perspectives; (ii) parents’ views on who should be responsible for the sexuality education of young children; (iii) whether there are certain aspects of sexuality education considered more appropriate for the family to address with children; and (iv) what the implications of these findings are for sexuality education policy and practice in Australian primary schooling. Despite the controversial nature of the topic, the majority of parents in this study believed sexuality education was relevant and important to primary school children and that it should be a collaborative approach between families and schools. However, some parents/carers acknowledged that while that they believed that some topics should only be addressed at home they also indicated that this often does not happen. [ABSTRACT FROM PUBLISHER]

Formal sexuality education in schools is declining in the United States and this is disproportionately affecting adolescents in rural settings. The purpose of this qualitative study was to assess student and teacher perception of sexuality education delivered online as a potential solution to address this gap in access. Nine gender-specific group interviews were conducted with ninth grade students (n= 29) in rural North Carolina to discuss students’ experience with an online sexuality education intervention called MyHealthEd. Interviews were also conducted with three health teachers at pilot schools. Students and teachers identified more benefits to online sexuality education including more student engagement and greater privacy and comfort, than drawbacks, such as too much student autonomy and less interaction with others. Online sexuality education is a promising and preferred method of delivery for sexuality education for students and health teachers, particularly in settings where trained health teachers are not available or less willing to deliver state-mandated content. The MyHealthEd intervention has the potential to increase availability of high quality health education to students across North Carolina, as well as students in other rural or underserved areas. [ABSTRACT FROM PUBLISHER]

This research draws from multiadic interview data with 13 purity-pledge families to explore parental roles in sex education. The use of values coding reveals that participants present their beliefs in three ways: as research-oriented facts about sex and sexuality; as common-sense logic; and as informed by personal lived experience. These beliefs are both health- and relationship-oriented. Implications include how knowledge is selected and applied by parents in family talk about sex, gendered ways parents share sexual history, and problematic aspects of purity pledge talks. The study also adds to a larger cultural discourse regarding faith and the politics of science. [ABSTRACT FROM PUBLISHER]

Background: This paper describes the methodological developments of the sexual health items included in the Health Behaviour in School-aged Children (HBSC) study since their mandatory inclusion in the study in 2002. The current methodological, ethical and pedagogical challenges in measuring young people's sexual health behaviours are discussed along with the issues associated with the sexual health items introduced to the HBSC study in 2002. The development and piloting of new cross-national items for use in the 2013/14 HBSC data collection are presented and discussed. Methods: An international pilot study was undertaken to determine the impact of these proposed changes. Questionnaires and classroom discussion groups were conducted in five pilot countries in 2012/2013 (France, Hungary, Ireland, Portugal and Romania) with a total of 612 school-aged children (age M = 15.55 years, SD = 0.95). Results: The majority of participants in each country provided positive feedback about the appropriateness of the questions. Some small cross-national differences were found in the self-reported quantitative data relating to the appropriateness of the questions (χ2 = 22.831, df = 9, p = .007, V = .117). Qualitative feedback suggests that for the vast majority of students the phrasing and age-targeting of the questions were considered appropriate. With the exception of a small number of respondents who commented on the clarity and/or personal nature of the content, no specific issues with the questions were identified. Conclusions: These findings provide guidance on the answerability (including the extent of missing and inconsistent data), understandability, acceptability (including in different cultures) and relevance of questions to potential participants. The findings from the pilot study suggest that in general, the questions are understandable, acceptable, and of a high priority to the target population, and that the simplification has significantly reduced the proportion of missing data. The new developments thus enhance the capacity of the questions to measure crossnationally, sensitive aspects of young people's sexual behaviour. These questions were included in the 2013/2014 round of the HBSC survey and will continue to be used to monitor trends in adolescent sexual health and behaviours, and to inform and influence health services and health education policy and practice at local, national and international levels. [ABSTRACT FROM AUTHOR]

This paper explores the rationale for an empirical study that examines the way children interpret the intimate relationships they experience in digital spaces. The design of the study recognizes children as agentic intimate and sexual citizens who are capable of documenting their thoughts and understandings in creative and entertaining ways through the construction of short films. To this end, the study acknowledges that sexuality is important in the lives of children while also highlighting the limitations that exist when sexuality, children, digital spaces and educational sites intersect. In response to this positioning, the study seeks to understand children’s experiences of the broader continuum of intimate relationships rather than a singular focus on sexuality. In developing this study, it has become clear that there are many boundaries that impede discourses, learning and explorations in educational spaces around the performative explorations and intimate investigations of children conducted in and through digital spaces. [ABSTRACT FROM PUBLISHER]

Sexual communication is a principal means of transmitting sexual values, expectations, and knowledge from parents to their children and adolescents. Many parents seek information and guidance to support talking with their children about sex and sexuality. Parent education materials can deliver this guidance but must use appropriate readability levels to facilitate comprehension and motivation. This study appraised the readability of educational materials to support parent sexual communication with their children. Fifty brochures, pamphlets, and booklets were analyzed using the Flesch-Kincaid, Gunning Fog, and Simple Measure of Gobbledygook (SMOG) index methods. Mean readability grade-level scores were 8.3 (range = 4.5–12.8), 9.7 (range = 5.5–14.9), and 10.1 (range = 6.7–13.9), respectively. Informed by National Institutes of Health–recommended 6th to 7th grade levels and American Medical Association–recommended 5th to 6th grade levels, percentages falling at or below the 7.0 grade level were calculated as 38%, 12%, and 2% and those falling at or below the 6.0 grade level were calculated as 12%, 2%, and 0% based on the Flesch-Kincaid, Gunning Fog, and SMOG methods, respectively. These analyses indicate that the majority of educational materials available online to support parents’ communication with their children about sex and sexuality do not meet the needs of many or most parents. Efforts to improve the accessibility of these materials are warranted. [ABSTRACT FROM PUBLISHER]

The author presents insights on the role of adults in educating children about sex, gender and sexuality. Topics discussed include the idea that queer-themed curricula impact not only on queer students but also on the majority of students who identify as non-queer, the transgression of gender norms to students, and the role of self-awareness on the children's future.

Sexual identity is an individual being aware of his/her sexuality and acting in a manner appropriate to it. With or without intellectual disability, every individual is born with his/her gender. For centuries, it was thought that individuals with intellectual disabilities were inhuman, asexual, or childish, or that they were over fond of sex and that they could not control their sexuality. However, these individuals were perceived as such because they did not know where, when and in which situations sexual behaviors were appropriate. In other words, they could not control their sexual behaviors. Just like healthy individuals, those with intellectual disabilities also have sexual needs and desires. Sex education starts at birth. It continues until reaching adulthood or beyond. Parents are the best guides for all children, either those with intellectual disability or not. The most accurate information about sex, which is an issue when there are conflicting messages from different sources, should be first provided by parents. There is no suitable model of sex education for all children with intellectual disabilities and information should be appropriate to the child's level of understanding. Those with intellectual disabilities are more at risk of sexual abuse than others in society and for this reason, it is important to adopt a multidisciplinary team (doctor, nurse, midwife, psychologist and social services specialist e.g.) approach towards the sexual health of the intellectually disabled. The most accurate information sharing about sex depends on good communication between families, schools and individuals, and by receiving professional support when needed. This review emphasizes the importance of sexual education for children with intellectual disabilities and the role of nurses in sexual education. [ABSTRACT FROM AUTHOR]

Scattered and not widely disseminated evidence from primatology, anthropology, and history of childhood sexuality support the hypothesis that throughout much of human behavioral evolution that human children have learned about sex through observing parental sexuality and then imitating it in sexual rehearsal play with peers. Contemporary theories of psychosexual development have not considered the possibility that young children are predisposed to learn about sex through observational learning and sexual rehearsal play during early childhood, a primate-wide trait that is conserved in humans but suppressed in contemporary contexts. [ABSTRACT FROM AUTHOR]

Education about sex, relationships and HIV and AIDS in African contexts is riddled with socio-cultural complexity. In this paper the authors argue that in extreme contexts education can lead change further by developing young people as significant actors in their own lives and in the lives of the community by bringing about change in attitudes in the community, as well as practices in schools. A qualitative study was undertaken in eight primary schools of the use of student knowledge and voice to change attitudes, impact upon socio cultural beliefs, adult–child dialogue and drive changes in practice in AIDS education. Drawing on a contextual framework that includes a socio-cultural approach to education, Basil Bernstein's well established theories of everyday and school knowledge and Catherine Campbell's notion of AIDS competent communities, it shows how this initiative variably unfolded in six sub-Saharan countries (Botswana, Ghana, Kenya, South Africa, Swaziland and Tanzania – although only the latter three are discussed in detail) and analyses the potential of schools to operate for the benefit of children in difficult circumstances, especially with regard to poverty, gender, sexual violence and health. Participation, dialogue and agency were the key factors. [ABSTRACT FROM AUTHOR]

This study examined the preferences of parents of elementary school-aged children regarding when sexuality topics should be discussed in school and at home. The survey was mailed to a national random sample of parents of elementary school age children. Overall, 92% of parents believed that sexuality education should be taught in schools. Independent t-tests showed statistically significant differences between mothers and fathers regarding when sexuality education topics should be taught in elementary school as well as when they planned to discuss sexuality topics at home with their child. This study provides valuable information regarding parents’ perceptions about sexuality education. [ABSTRACT FROM PUBLISHER]

International experiences offer new settings for revisiting, revising, and reconstructing currently held images of the child. Specifically, international practicum experiences can provide preservice teachers with opportunities to reflect on their views about children by positioning themselves as “the other.” The purpose of this qualitative study was to explore the impact of international experiences on preservice teachers’ currently held images of the child through their photographs, journal entries, and seminar discussions. Specific research questions included how preservice teacher’s images of the child were challenged or affirmed in international settings and how the preservice teachers saw their own teaching practices informed by this experience. Our results describe the changing images the preservice teachers developed of children and themselves as teachers. [ABSTRACT FROM PUBLISHER]

In 1968, at the height of the German student movement, nothing seemed impossible, even in pedagogy. But in education, many of the dreams of liberalisation turned to dust. A conversation with Meike Baader, one of the first to study both sides of the story - a broad arc ranging from early years education in 'Kinderläden' to contemporary sex education books and sexual abuse. [ABSTRACT FROM AUTHOR]

Sexuality education programs can be broadly categorized as either risk-avoidance or risk-reduction approaches. Health educators in Utah public schools must teach a state mandated risk-avoidance curriculum which prohibits the advocacy or encouragement of contraception. Multiple national surveys indicate that parents prefer a risk-reduction approach to sexuality education that promotes abstinence and the use of condoms or contraception for prevention of unwanted pregnancy and sexually transmitted infection. To date, no survey of Utah parents has been conducted. This study utilized an Internet survey to gather data from 344 Utah parents to analyze their preferences regarding school-based sexuality education, sexuality topics, and support for objectives from the National Sexuality Education Standards. The vast majority of Utah parents surveyed support a risk-reduction approach to sexuality education, a wide variety of sexuality topics, and the majority of National Sexuality Education Standards. Statistically significant differences were identified by parents’ education, income, attendance at religious services, and political affiliation. Results support that Utah laws and education policies should be reexamined to provide for instruction that aligns with professional recommendations, best-practice recommendations based on peer-reviewed research, parental attitudes, and the needs of Utah teens. [ABSTRACT FROM AUTHOR]

This paper evaluates UNESCO's recommended sexuality educational framework for junior school students aged 5–8 years. It also compares it to an existing state-designed Health and Physical Education curriculum that includes sexual and reproductive health for the same cohort. Based on the universal values of respect and human rights, UNESCO's International Technical Guidance (2009) promotes clear, comprehensive, and evidence-informed sexuality education in the compulsory school years, for all countries. Aimed at education and health decision-makers, the framework addresses knowledge, values and discussion of often-stifled issues that are appropriate for healthy child development, and necessary to counter children's vulnerability to abuse, exploitation and sexually transmitted infections. Most importantly, it emphasises that children are not ready for sexual contact with other people. The results of this paper's evaluation show that the Guidance offers timely, definitive, wide-ranging, inclusive and effective sexuality education for children who are usually left “to find their own way”. The comparative results show that the sampled Australian curriculum is woefully inadequate for the task of teaching puberty, sexuality and reproductive health and safety education. [ABSTRACT FROM PUBLISHER]

This study, a pretest-posttest quasi-experiment conducted in the field (n = 1098), examined a media literacy curriculum to determine its influence on adolescents' responses to and interpretations of sexual media messages. Main effects were confirmed on seven of eight dependent variables tested. Treatment-group participants increased their understanding that media influence teens' decisions regarding sex and media depictions often misrepresent sexual behavior. They also became more likely to believe sexual abstinence is normative among adolescents, lowered their expectancies for engaging in sex and increased their efficacy for delaying sexual activity as compared to control-group participants. Sex-based differences independent of the curriculum existed on participants' attitudes toward delaying sexual activity and expectancies for engaging in sex. [ABSTRACT FROM AUTHOR]

The article discusses sex education at the Beacon Hill School in England during the mid-20th century. Particular focus is given to efforts by the school's founders, Bertrand and Dora Russell, to encourage students' development of positive attitudes towards sex rooted in heterosexual, white, and professional-class values. Details on the school's curricular emphasis on love and civilization are presented. Other topics include the Russells' marriage and the school's architecture.

This article recounts how a university-community collaborative challenged prevailing assumptions about parents as barriers to the provision of gender and sexuality information to their children, allowing for the recognition of parents as critical stakeholders and partners in sexual literacy work with youth. We provide evidence that parents' support for inclusive sexuality education uniquely situates them to educate and advocate for young people around these issues, and in so doing we hope to disrupt the rhetoric that casts parents in the United States as solely gatekeepers when it comes to young people's access to information about the broad spectrum of human sexuality [ABSTRACT FROM AUTHOR]

This study investigated 86 Latino parents' intentions to communicate about sexuality issues with their children. They reported on their history of sexuality education, when they would first discuss sexuality-related topics, and their perceived effectiveness of each topic. Compared with a sample of Caucasian parents, Latino parents intended to discuss sexual abuse/molestation at an earlier age, but planned to discuss human reproduction, intercourse, and AIDS at significantly later ages. Suggestions for assisting Latino parents with communications regarding sexuality topics are provided. [ABSTRACT FROM PUBLISHER]

The article offers information on the importance of sex education for children. Topics discussed include the role of sex education for the prevention of Human Immunodeficiency Virus and Sexually Transmitted Diseases, the sociocultural factors related to human sexuality and the initiative taken by Indian Government for sex education.

In response to Davies and Robinson's article looking at how queer families are positioned and position themselves in relation to neoliberalism, this article brings the child to the centre of the debate to examine how reading the child subject in terms of discourses of innocence and protection might work to maintain the hegemony of the normative - that is, heterosexual, nuclear - family, and close down discussions of alternative family structures. In exploring how the child subject is positioned in relation to these ideas, the article draws on Judith Butler's reworking of Adorno's notion of 'ethical violence' to suggest that the constraining of possibilities for the constitution of children's subjectivities by limiting their access to 'difficult knowledges' around sexuality can be read as a kind of violence to the child subject. Turning to the children's voices that emerge from Davies and Robinson's research, it argues that children's failure to enact the position of the innocent child can be seen as a productive or generative space from which to begin to question the terms of this specious positioning. Thus, the article suggests that both the acknowledgement of borderwork as ethically violent towards the child, and the failure of the child to conform to the discourse of innocence together work to destabilise the normative positioning of the heterosexual, nuclear family. [ABSTRACT FROM AUTHOR]

Whilst sex education in Australia has moved beyond a focus solely on abstinence, it is still in many instances shaped by what Silin refers to as the 'silences' that accompany topics considered unspeakable to young people. The present article focuses specifically on one such silence, namely the representation of non-heterosexual sexualities and non-gender-normative people in the context of sex education. By focusing on three South Australian websites that act as first ports of call in terms of information about sex and sex education to young people and their parents, the analysis provided suggests that two of the three websites evoke a range of heteronormative and gender-normative assumptions, with one of these sites more explicitly emphasising reproductive heterosex, and the other adopting a liberal approach that nonetheless fails to adequately challenge stereotypes about non-heterosexuality and non-gender normativity. The third site, by contrast, provides relatively progressive inclusion of a range of genders and sexualities, and addresses homophobia and its effects. The article concludes by suggesting that websites providing information about sex to young people and their parents must make a substantive shift away from perpetuating the silencing of marginal sexualities and genders, and towards contributing to open public discussion about young people and sex. [ABSTRACT FROM AUTHOR]

This article, which is a response to Damien Riggs' article, 'Heteronormativity in Online Information about Sex: A South Australian Case Study', focuses on three main areas relevant to children's early education in this area. Firstly, it is important to increase parents', educators', and children's awareness of gender variance or gender diversity in children's and young people's lives. Gender variance is becoming increasingly visible, including in schooling, with some children and young people experiencing hostile reactions to their gender transgressions from their peers and also from some adults. Secondly, it is vital that the development of children's sexual citizenship and building respectful relationships starts early in children's lives through open and comprehensive sex and sexualities education in online, schooling, and family contexts. Attempts to include the development of knowledge and skills in building and maintaining respectful relationships and exploring the factors that influence gender and sexual identities in children's early education are hindered by discourses of childhood innocence. The third main area discussed is, in order to effectively address sex and sexualities education in children's lives, there is a need to address these issues in a collaborative manner between early childhood educators and families. [ABSTRACT FROM AUTHOR]

BACKGROUND: Sex education is described as education about human sexual anatomy, sexual reproduction, sexual intercourse, reproductive health, emotional relations, reproductive rights and responsibilities, abstinence, contraception, family planning, body image, sexual orientation, sexual pleasure, values, decision making, communication, dating, relationships, sexually transmitted infections (STIs) and how to avoid them, and birth control methods. This study was conducted to explore perception of parents about school sex education and assess the attitude of teachers and students towards school sex education. METHODS: A cross-sectional quantitative and qualitative study was conducted on randomly selected 386 students, total census of 94 teachers and 10 parents in Merawi Town from March 13-27, 2011. Data were collected using self-administered structured questionnaire and in-depth interview guideline. Multiple linear regression analysis was performed using total score to determine the effect of the independent variables on the outcome variable and thematic analysis was used to analyze the qualitative data. RESULTS: All study participants have favourable attitude towards the importance of school sex education. They also agreed that the content of school sex education should include abstinence-only and abstinence-plus based on mental maturity of the students. That means at early age (Primary school) the content of school sex education should be abstinence-only and at later age (secondary school) the content of school sex education should be added abstinence-plus. The students and the teachers said that the minimum and maximum introduction time for school sex education is 5 year and 25 year with mean of 10.97(SD±4.3) and 12.36(SD±3.7) respectively. Teacher teaching experiences and field of studies have supportive idea about the starting of school sex education. Watching romantic movies, reading romantic materials and listening romantic radio programs appear to have a contribution on the predictor of students' attitude towards the starting time of school sex education. CONCLUSION: All study participants have a need to start sex education at school. All study participants said that at early age (Primary school) the content of school sex education is abstinence-only and at later age (secondary school) is added abstinence-plus. School Sex education should be under considers the need of students, teachers and parents. [ABSTRACT FROM AUTHOR]

The history of emotion has focused on cognition and social construction, largely disregarding the centrality of the body to emotional experience. This case-study reveals that a focus on corporeal experience and emotion enables a deeper understanding of cultural mores and of transmission to the next generation, which is fundamental to the process of change. In 1914, parents in Dronfield, Derbyshire, attempted to get the headmistress of their school removed because she had taught their daughters sex education. Why did sex education arouse such intense distress in the mothers, born mainly in the 1870s? Examination of their embodied, sensory, and cognitive experience of reproduction and sexuality reveals the rational, experiential basis to their emotional responses. Their own socialization as children informed how they trained their ‘innocent’ children to be sexually reticent. Experience of birth and new ideas relating disease to hygiene reinforced their fears. The resulting negative conception of sexuality explains why the mothers embraced the suppression of sexuality and believed their children should be protected from sexual knowledge. As material pressures lessened, women's emotional responses lightened over decades. The focus on emotion reveals changes that are hard to trace in other evidence. [ABSTRACT FROM PUBLISHER]

An introduction is presented in which the editor discusses various articles within the issue on topics including investigation of the construction of a figure proving troublesome to figures of citizenship, difficulties of sexual knowledge among children and integration and consumption of otherness.

The article reports on the release of the National Sexuality Education Standards: Core Content and Skills, K-12 for public schools by a consortium of leading school health education groups in the U.S. According to Jerry Newberry of the National Education Association Health Information Network, the standards will help in teaching students about sexual health and responsible adulthood. It aims to offer a clear guidance on the core content of public school-based sex education for students.

A review of cross-species and cross-cultural research suggests that, throughout most of human behavioral evolution, children may have been enlightened as to the facts of life by observing parental intercourse and then imitating it in sexual rehearsal play in the context of a continuously rising curve of sexual desire and sexual knowledge throughout childhood. Concealment of the primal scene and prohibition of cross-generational, bisexual, and 'polymorphously perverse' childhood sex play may be of relatively recent origin in human cultural evolution, buttressed by the instillation of culturally acquired sexual disgust in sexually conservative cultures. Looking at the primal scene in cross-species and cross-cultural perspectives utilizing the adaptationist framework of contemporary evolutionary biology can challenge normative assumptions that may still be embedded in psychoanalytic theories of species-wide psychosexual development. [ABSTRACT FROM AUTHOR]

The article argues that parents have the constitutional right to delay schools from teaching their children about issues involving sexuality, specifically at the formative age of early elementary school children. It focuses on past jurisprudence regarding the rights of parents in relation to their child's education, particularly the right to parent implicit in the Due Process Clause of the 14th Amendment of the U.S. Constitution. It also explores tolerance-promoting curriculum being pushed in early element education and the possible methodological gaps left open in the parental rights framework.