Abstract

PIP: The widespread movement to educate children about child abuse may not be teaching children about other human sexuality dimensions. This article discusses 1) the need for a more balanced approach to sex education than this prevention model allowd, and 2) programs to implement sex education within elementary schools. Kindergarden through 3rd grade children ask simple and direct questions; by 5th and 6th grade, questions are more urgent and indicate the need for a comprehensive family life education program. The author mentions a Chicago, Illinois program for 1st, 2nd and 3rd graders, and the New Jersey Board of Education mandate for K-12 family life education. Among program benefits parents mention when they are included in planning meetings are that children will 1) respect themselves and others, 2) have more accurate information, 3) be free to make their own choices regardless of peer and media pressures, 4) be able to make informed decisions, 5) be better able to handle sexual advances, and 6) that parents will be better able to teach their children about sex. Lack of models, resources, and guidelines has hampered program development for the lower grades. The teacher is the single most important factor in any family life education program. Experienced elementary teachers already have the personal and teaching skills necessary for good sexuality educators, and often after brief training in the subject matter, can integrate family life units into their lesson plans. At a training workshop, teachers ideally will 1) learn the solid rationale for adding the gprogram to the curriculum, 2) recognize, at a personal level, the importance of sex education, and 3) understand their own role and how to prepare for it. Training should give the teachers time to reflect on their own sex education and feelings, and to help them examine their own biases, assumptions and areas of discomfort. The author emphasizes that the elementary school is a natural environment for sex education and the need for programs that are not problem-oriented, but that encourage personal development of the whole child.