Reference no: EM133668535
Assignment:
Discuss the strategy provided below and explain how the strategy might be improved with additional supportive research.
Resource Information: Discussing sex with children is considered taboo by many people. Adults reinforce this idea by substituting different terms for the correct names of private body parts. They could feel ashamed to acquire knowledge about children's sexual growth or seek help from others (Sciaraffa et al., 2011). Sexuality information for parents and teachers is typically provided to safeguard children against sexual predators and abuse. These subjects are crucial, but knowledge about healthy sexuality is just as important. In order to foster positive sexual development in young children, it is imperative that early childhood educators obtain knowledge and cultivate a sense of comfort regarding the topic (Sciaraffa et al., 2011). Ensuring parental access to resources pertaining to children's sexuality is equally imperative, given that sexuality education constitutes an ongoing endeavor.
Teachers and parents may observe children engaging in consensual examination of same-age playmates' bodies in a playful and curiosity-driven manner, for example, playing doctor. This form of play is characterized by spontaneity, mutual agreement, good-naturedness, and is a typical and beneficial aspect of sexual growth. Adults do not need to feel at ease with this form of play, but they should recognize that it is natural and beneficial. Adults can utilize this form of play to educate the child about bodily autonomy and the right to refuse unwelcome physical contact. At this stage, the adult can also instruct the children in distinguishing appropriate behavior from inappropriate behavior (Sciaraffa et al., 2011).
Furthermore, certain sexual behaviors exhibited by children may warrant parental concern. The manifestation of these behaviors could potentially signify sexual abuse of a minor (Sciaraffa et al., 2011). These behaviors include when a child engages in explicit adult-like sexual behavior, exhibits signs of learning the behavior, repeats the behavior, coerces others to participate in the behavior (especially if the other child is younger or physically smaller), and attempts to obscure the behavior from others (Sciaraffa et al., 2011). Families and educators must possess knowledge regarding these behaviors and be able to respond appropriately to them.
Sciaraffa, M., & Randolph, T. (2011). "You want me to talk to children about what?" Responding to the subject of sexuality development in young children. Young Children, 66(4), 32-38.