Ecological Citizenship: Developing a Sustainable Parenting Model to

Prevent Sexual Behaviour in Children Based on Age Stages

Vania Zulfa

, Achmad Husen

, Uswatun Hasanah

and Nadiroh

Post Graduate School, Universitas Negeri Jakarta, Rawamangun Muka, East Jakarta, Indonesia

Keywords: Child-Rearing Models, Parenting, Premarital, Sexual Behaviour, Sexual Education.

Abstract: This study aims to determine mothers' perceptions regarding sex education, determine mothers' perceptions

of the right time to start sex education, the obstacles faced by mothers in providing sex education, and design

an effective parenting model to provide sex education. The research method used in this study is a descriptive

qualitative method with a survey approach. Researchers conducted a direct survey of 30 mothers around the

Jakarta, Tangerang, Depok, Bekasi, and Bogor areas. The data collection technique used quota sampling. The

survey was conducted in October 2024. According to the study's findings, 93% of mothers said that sex

education ought to begin at 0 months of age. However, unfortunately, more than 50% of mothers have not

prepared sex education for their children for various reasons. Therefore, it is necessary to develop and

socialize a suitable parenting model in the community to prevent sexual behaviour in the future. The results

of this study can be used as a basis for further research on models that should be developed related to

continuous sex education for early childhood.

1 INTRODUCTION

Based on the results of investigations in several major

cities in Indonesia, around 72% have dated, almost

92% have kissed, around 62% have groped their

partners, and around 20% to 30% of teenagers admit

to having had sex. As a result, the dangers of a free

sex lifestyle for teenagers, in general, seem

increasingly accurate; the group of teenagers included

in this group are, on average, 17-21 years old, most of

whom are still in school (Indonesian Demographic

and Health Survey conducted by the National

Population and Family Planning Agency, Central

Statistics Agency, and the Ministry of Health, 2017).

This data is alarming. Especially for parents who have

children. The root of this deviant sexual behaviour

comes from the lack of sexual education provided in

both formal and informal education (Döring, 2014;

Stewart et al., 2022). The current condition of society

is increasingly concerning, especially since deviant

sexual behaviour is increasingly rampant regardless

of gender and age. Unsurprisingly, many parents are

https://orcid.org/0000-0002-4899-9816

https://orcid.org/0000-0002-3292-2451

https://orcid.org/0000-0001-8820-2261

https://orcid.org/0000-0001-9980-0646

increasingly worried when releasing their children

into the outside environment.

This is where the role of parents is to build a

strong fortress for children by providing early sexual

education. Children can learn about their sexual

identity and role, children can maintain their sexual

nature, children can learn to cover their genitals from

an early age, and children can maintain their private

areas independently so that children can consciously

protect themselves from deviant sexual behaviour.

(Dahlia et al., 2021; Schneider & Hirsch, 2020). Early

sex education is not just about teaching about

reproductive organs but also providing a

comprehensive understanding of sexuality,

relationships, and reproductive health. This education

begins when children are still small and is given

gradually according to the child's age and cognitive

development (Justicia, 2017; Yafie, 2017).

Based on previous relevant research, early sex

education is considered necessary because sex

education provides accurate information about body

changes, sexuality, and the consequences of unsafe

Zulfa, V., Husen, A., Hasanah, U. and Nadiroh,

Ecological Citizenship: Developing a Sustainable Parenting Model to Prevent Sexual Behaviour in Children Based on Age Stages.

DOI: 10.5220/0013410100004654

In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 841-848

ISBN: 978-989-758-752-8

841

sexual behaviour (Schneider & Hirsch, 2020;

Trollinger, 2021). With adequate knowledge,

adolescents can make wiser decisions regarding

sexual activity. Sex education teaches adolescents

how to protect themselves from sexual violence,

exploitation, and sexually transmitted diseases. In

addition, providing sex education to children early

will build a healthy relationship between parents and

children (Jatmikowati et al., 2015; Mukri, 2018;

Rimawati & Nugraheni, 2019). Sex education

encourages open communication between children

and parents about sexuality so that children feel

comfortable asking and getting the correct

information (Anggraeni et al., 2014; Septiani, 2021).

Sex education teaches values such as respect,

equality, and consent in relationships. By

understanding the boundaries of themselves and

others, children can prevent and report acts of sexual

violence.

Early sexual education `will improve reproductive

health and prevent unwanted pregnancies; sex

education provides information about contraception

and the importance of planning a pregnancy (Hasanah

et al., n.d.; Rigolon et al., 2021; WHO, 2018).

Prevention of sexually transmitted diseases: sex

education provides information on how to prevent the

transmission of sexually transmitted diseases. Sex

education encourages children to maintain their

reproductive health. Sex education can be integrated

with moral and religious values to form a strong

character and teach children to be responsible for

their actions (Trigueros et al., 2020; Zarei & Mirzaei,

2022).

There are still many challenges in the

implementation of sex education today, including the

negative stigma related to sex education in society,

the lack of trained teachers and quality learning

materials, and differences of opinion between

parents, teachers, and the community regarding the

content and methods of sex education (Atmawijaya et

al., 2020; Marwah et al., 2018). Early sex education

is a significant long-term investment in building a

healthy, responsible, and dignified young generation.

By providing accurate information and building open

communication, we can help children grow into

physically, mentally, and socially healthy individuals

(Insiyah & Hidayat, 2020; Sholicha et al., 2015;

Stewart et al., 2022; Wahyuni et al., 2024).

Therefore, sex education must be carried out in a

way that is appropriate to the age and development of

the child, and involves parents and the community.

This study aims to determine mothers' perceptions of

sex education, determine mothers' perceptions of the

right time to start sex education, the obstacles faced

by mothers in providing sex education, and design an

effective parenting model for providing sex

education.

2 METHODS

This study employed a survey-based descriptive

qualitative research methodology. Researchers

conducted a direct survey of 30 mothers around the

Jakarta, Tangerang, Depok, Bekasi, and Bogor areas.

The data collection technique used quota sampling.

The survey was conducted in October 2024. In this

study, researchers prepared several questions for

respondents: (1) As a mother, at what age should sex

education for children begin? (2) What kind of

material should sex education for children begin? (3)

What reference sources do you usually use to provide

sex education material for children? (4) What media

do you usually use to provide sex education material

for children? (5) What obstacles do you face when

providing sex education material for children?

Primary data was collected from respondents.

Descriptive statistics and descriptive qualitative

analysis were employed in the data analysis method.

Data gathered from survey results is processed using

descriptive statistics to create a percentage analysis.

3 RESULTS AND DISCUSSION

Results show a survey of 30 mothers in Jabodetabek,

the following results were obtained:

3.1 Results

Figure 1: Distribution of Respondents' Children's Ages.

2 2 2 2

0 2 3 4 5 6 7 8 9 10

Frequency

Child Age

Respondents' Children's Age

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

842

Figure 1 explains the distribution of the ages of the

respondents' children in the age range of less than 1

month to 10 years. The highest frequency is in

children aged 3 years, as many as 7.

Figure 2: Mother's Readiness for Children's Sexual

Education.

Figure 2 explains the mother's readiness to

provide sexual education to children. Among them

are preparing sex education books, following the

directions given by the school, and providing

education on body parts that can and cannot be

touched by others.

Figure 3: Media prepared by mothers for children's sexual

education.

Figure 3 explains that 37% of mothers (11 people)

have prepared various sex education media for

children, including songs, books, picture cards, and

educational videos. Meanwhile, the details of

mothers' preparations for children's educational

media are explained in Figure 4.

Figure 4: Media prepared by mothers for children's sexual

education based on age.

Figure 4 illustrates the media prepared by mothers

who are ready to provide sex education to their

children. Only 11 out of 30 mothers have prepared

sex education with different media variations at each

age level. It is seen that children with a low age of 1-

4 years are more effectively given education through

songs, usually kindergarten children. Meanwhile, the

age range of 6-10 years is more effectively given

stimulus in educational books. Other choices fall on

flashcards for ages 5 and 7 years, while videos are for

children ages 9 and 10.

Figure 5: Percentage of Media Prepared by Mother.

37%

63%

Mother's Readiness for Children's

Sexual Education

Ready Not Ready

Song

1 year

3 years

4 years

Book

6 years

8 years

9 years

10 years

Picture

Cards

5 years

7 years

Video

9 years

10 years

27%

37%

18%

Percentage of Media

prepared by Mother

Songs Books Flashcards Videos

Ecological Citizenship: Developing a Sustainable Parenting Model to Prevent Sexual Behaviour in Children Based on Age Stages

843

Figure 5 explains that books are media that are

easy to find and prepared by mothers as a medium for

sex education for children. In addition to books, there

are choices of songs, flashcards, and videos. Each

media has its advantages and disadvantages, so it can

be used according to the child's age.

Figure 6: Materials prepared by mothers as sexual

education materials for children.

Figure 6 explains the materials that mothers

regarding sexual education for children have

prepared. Most mothers start sexual education for

children by asking permission when opening their

pants and cleaning the child's genitals (40%). Then,

they start introducing body parts correctly and telling

which parts can and cannot be touched by others

(35%). When children grow into children, they are

introduced to the menstrual phase in women and wet

dreams in men (15%).

3.2 Discussion

The respondents in this study were 30 mothers who

had children ranging in age from less than 1 month to

10 years with various stages of development, from

infants to elementary school children. Most of the

children of mothers who were respondents were 3

years old, as shown in Figure 1. This shows that the

3-year-old age group has a fairly large representation

in the study sample. This age range was chosen

because this study focuses on the cognitive

development of early childhood to minimize sexual

deviations that may occur in the future.

Meanwhile, based on the readiness of mothers,

Figure 2 shows that mothers have shown positive

initiatives in providing sexual education to their

children. Some of the actions mentioned include

preparing sex education books. This shows an

awareness of the importance of accurate and age-

appropriate sources of information for children.

These books can be an effective tool to explain sexual

concepts in a way that is easy for children to

understand (Araiza-Alba et al., 2021; Khusnidakhon,

2021; Nassoba & Samanik, 2022; Radd et al., 2021).

The next thing mothers do is follow the school's

directions. This shows a collaboration between

parents and schools in providing sex education (Ellis

& Bentham, 2021; Goldfarb & Lieberman, 2021a;

Lyu et al., 2020; Nikkelen et al., 2020; Paton et al.,

2020). Schools often hold programs or workshops

that can help parents provide appropriate sex

education. Mothers have also started providing

education about body parts that can and cannot be

touched. This is an essential step in protecting

children from sexual abuse. By teaching children

about body boundaries, they will better protect

themselves. However, only 37% of mothers prepare

sex education for their children. In fact, with early

preparation, it is hoped that there will be an increase

in awareness for parents to provide sex education

from an early age. Parents do not only passively

receive information but must also be proactive in

finding learning resources and implementing them.

Parents can work with schools to strengthen the

effectiveness of sex education (Goldfarb &

Lieberman, 2021a; Lyu et al., 2020; Nikkelen et al.,

2020).

However, there is still a lot of potential for

development. Many parents may still feel less

confident or do not have sufficient knowledge about

sexuality. Therefore, there needs to be more intensive

education programs for parents. Sex education is not

only limited to body anatomy and self-protection but

also includes topics such as relationships, consent,

and reproductive health. Sex education materials need

to be adjusted to the child's age and level of

understanding (Goldfarb & Lieberman, 2021b;

Meredith, 2024). Parents need to create a safe and

comfortable atmosphere for children to ask and

discuss sexuality.

Figure 3 shows that 37% (11 people) of the

respondents were mothers who had proactively

prepared sex education materials for their children.

This figure is quite significant and shows an

increasing awareness of the importance of providing

sex education from an early age. The eleven mothers

prepared several media for sex education for their

children from an early age; the following are details

of the media that the mothers had prepared: (1) Songs:

The use of songs in sex education can make the

material more enjoyable and more accessible for

children to remember. Simple and cheerful song

lyrics can help children understand basic concepts

about the body, feelings, and relationships between

people; (2) Books: Story books or picture books with

children's sexuality themes can be practical tools for

starting conversations about the body and feelings.

Exciting illustrations and simple stories can help

Mentioning the names

of body parts correctly

Know which parts of the

body should not be seen

or touched by other

people

Introduction to shame

Ask your child's

permission when taking

off his pants or cleaning

his genitals.

Etiquette for socializing

with the opposite sex

Menstrual cycle and wet

dreams

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

844

children understand more complex concepts; (3)

Picture cards: Picture cards with simple pictures can

be used to teach children about body parts, feelings,

and healthy relationships; (4) Educational videos:

Educational videos created specifically for children

can provide more visual and interactive explanations

of various topics related to sexuality (Chavula et al.,

2022; Dawson & Carrigan, 2021; Eyres et al., 2022;

Schmidt et al., 2021; Sinaga & Simorangkir, 2021).

The data shows that more and more parents are

aware of the importance of providing sex education

to their children. Parents involved in this study

showed high creativity in choosing and creating

appropriate educational media for their children. The

availability of various educational media shows that

there are more choices that parents can make to

provide sex education to their children. Data on

mothers' readiness to prepare sex education media for

children shows that there are positive steps in

providing sex education to children. However, there

is still much room for improvement and development.

By providing the proper support, parents can become

vital partners in providing comprehensive sex

education that has a positive impact on children

(Davies et al., 2022; Lameiras-Fernández et al., 2021;

Widodo, 2024; Woolweaver et al., 2023).

Figure 4 provides a fascinating picture of how

mothers choose age-appropriate sexual education

media for their children. There is a clear tendency for

media choices to vary according to children's

cognitive development and interests at each age stage.

Mothers use a variety of media, ranging from songs,

books, and picture cards to videos, to provide sexual

education to children. Based on the data collected, the

choice of media is based on the child's age. For

children aged 1-4 years, songs are the leading choice.

Exciting music and rhythm can help young children

understand simple concepts about the body and

relationships. Picture cards and books are introduced

for children aged 5-7 years. Clear visualizations and

simple stories on flashcards and books help children

understand more complex concepts. Books are a more

dominant choice (Araiza-Alba et al., 2021;

Woolweaver et al., 2023). Children at this age have

better reading skills, so story books with sexual

themes can effectively provide information. For

children aged 9-10 years, videos are introduced.

Interactive and visual educational videos can attract

the interest of older children and provide more in-

depth explanations (Döring, 2014; Widodo, 2024).

The data shows that the selection of sexual

education media must be adjusted to the age and

developmental stage of the child. Media that is

effective for a 3-year-old child may not be suitable for

an 8-year-old child. Using songs, pictures, and videos

shows that visual and audio elements are essential in

children's sex education. Children find it easier to

understand abstract concepts through exciting and

interactive media (Septiani, 2021; Yulianci et al.,

2021). The different media choices for each age group

reflect the child's cognitive development. Early

childhood is more responsive to music and pictures,

while older children can understand more complex

stories and detailed information. These data provide

valuable insights into parental practices in providing

sex education to children. By understanding different

media preferences and choices, we can develop more

effective sex education programs that are appropriate

to the needs of children of various ages (Goldfarb &

Lieberman, 2021b).

The data also shows that each prepared media has

its advantages and disadvantages, which are

presented in the following Table 1:

Table 1: Advantages and Disadvantages of Media prepared

by Mothers.

Media

Advantages

Disadvantages

Books

Easy to find,

flexible,

combining

visuals and

narrative.

Information may be

more limited than

other media and less

interactive.

Songs

It is attractive,

easy to

remember, and

can create a

pleasant

atmosphere.

The information

conveyed may be

more limited and less

in-depth.

Flascards

Clear visuals,

easy to

understand, can

be used for

discussion.

The information

conveyed may be

more straightforward

and less varied.

Videos

Complete and in-

depth

information,

interactive,

engaging.

It requires special

equipment, takes

longer, and content is

only sometimes

appropriate.

Figure 5 shows the percentage of media prepared

by mothers for sex education for their children. From

the data, it can be seen that books are a popular

medium for sex education. This data shows that books

are the most common and easiest choice for mothers

to use as sex education media for children. This

shows several important things: books are easier to

find than other media, such as educational videos that

may require internet access or special devices.

Bookstores, libraries, or even online stores provide a

variety of children's books with various themes,

Ecological Citizenship: Developing a Sustainable Parenting Model to Prevent Sexual Behaviour in Children Based on Age Stages

845

including sex education. Books can be used anytime

and anywhere. Children can read books alone or with

their parents (Heath & Thomas, 2020; Tattersall

Wallin, 2022). This provides high flexibility for

parents in managing time to provide sex education.

Books combine visual elements (pictures) and

narrative (stories) that can help children understand

abstract concepts. Exciting pictures and simple stories

can make the learning process more enjoyable.

Each media has its advantages and disadvantages.

Therefore, the choice of media must be adjusted to the

age and developmental stage of the child (Aslan &

Shiong, 2023; Humprecht et al., 2022; Karakose et

al., 2021). For example, books with simple pictures

and short stories are more suitable for young children,

while more complex educational videos can be given

to older children. In addition to the child's age, several

other factors can influence the choice of sex

education media. For example, not all parents have

the same access to various media types. Each parent

also has different preferences when choosing media

for their children. The choice of media can vary

depending on the specific topic. Books are a popular

and easy choice for parents to provide sex education

to children. However, it is essential to remember that

only some mediums are the most effective. The

choice of appropriate media must be adjusted to the

child's age, the topic to be conveyed, and the

availability of resources.

Therefore, parents should use several media to get

optimal results (Dahlia et al., 2021; Humprecht et al.,

2022; Sinaga & Simorangkir, 2021). For example,

parents can invite children to sing or play with picture

cards after reading a book. After using educational

media, invite children to discuss what they have

learned. This will help children understand the

concept better and feel more comfortable asking

questions. In connection with the many reference

sources, parents should continue to look for new

resources and the latest information on children's sex

education.

Figure 6 provides an exciting overview of the

initial materials mothers generally teach their

children regarding sex education. The data shows that

mothers focus more on a fundamental understanding

of the body, privacy, and physical changes during

puberty. Most mothers start sex education with

simple things such as asking permission before

opening their child's pants and introducing the names

of body parts. This is an essential first step in building

children's confidence and comfort in talking about

their bodies. The concept of body parts that can and

cannot be touched by others is an integral part of sex

education. This helps children understand the

importance of maintaining privacy and protecting

themselves from sexual harassment. As children enter

puberty, mothers begin to introduce the concept of

menstruation to girls and wet dreams to boys. This

helps children understand the physical changes in

their bodies and reduces anxiety or confusion.

These data show that mothers are generally aware

of the importance of providing a basic understanding

of the body and sexuality to children from an early

age (Aslan & Shiong, 2023; Humprecht et al., 2022).

Although basic materials have been taught, there

needs to be an effort to develop more comprehensive

sex education materials covering various aspects such

as relationships, consent, and reproductive health.

Parents are vital in providing sex education to

children (Dahlia et al., 2021; Davies et al., 2022;

Keenan & Hot Mess, 2020; Papadakis et al., 2020).

They are the first and primary source of information

for children. These data show that mothers have made

a good start in providing sex education to their

children. However, there is still much room for

improvement and development. Sex education must

continue to be carried out sustainably and adjusted to

the age and development of the child.

4 CONCLUSION

The study's findings suggest that depending on their

developmental stages, children have varying needs

for sexual education. Therefore, appropriate media is

needed according to the child's age development to

prevent sexual deviations in the future. Future

research can explore the sexual education needs of

children at each age level and develop existing media

so that children have sufficient education to face

future global challenges.

Need developed curriculum education

comprehensive and appropriate sex with age children,

which includes various aspects like anatomy,

physiology, relationships, consent, and health

reproduction. Parents need to be given training about

methods to give education about effective and

appropriate sex with their children. Professionals like

psychologists, children, and teachers can give support

and guidance to parents in giving education about sex

to children. Media for the education of sex children

must use simple and easy language understood by

children. Parents and teachers are also required to

create a safe and comfortable atmosphere for

discussing sexuality. Parents must show an open and

positive attitude about sexuality.

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

846

ACKNOWLEDGEMENTS

To the wonderful mothers out there who are

supporting their children's development, particularly

with regard to sexual education, I would want to

thank the responders.

REFERENCES

Anggraeni, D. W., Rahardjo, T., Naryoso, A., &

Herieningsih, S. W. (2014). Komunikasi untuk

Pendidikan Seks pada Anak Usia Dini. Interaksi Online,

2(4).

Araiza-Alba, P., Keane, T., Chen, W. S., & Kaufman, J.

(2021). Immersive virtual reality as a tool to learn

problem-solving skills. Computers & Education, 164,

104121.

Aslan, A., & Shiong, P. K. (2023). Learning in the Digital

Age Full of Hedonistic Cultural Values Among

Elementary School Students. Bulletin of Pedagogical

Research, 3(2), 94–102.

Atmawijaya, Arifin, Z., & Sugono, D. (2020). Motivasi dan

Lingkungan Pembelajaran Bahasa Indonesia dalam

Keluarga bagi Anak Berprestasi. Jurnal Pendidikan

Bahasa Indonesia, 3(2), 95–109.

https://doi.org/10.30998/diskursus.v3i02.7946

Chavula, M. P., Svanemyr, J., Zulu, J. M., & Sandøy, I. F.

(2022). Experiences of teachers and community health

workers implementing sexuality and life skills

education in youth clubs in Zambia. Global Public

Health, 17(6), 926–940.

Dahlia, Sutrisno, & Qibtiyah, A. (2021). EARLY

CHILDHOOD SEX EDUCATION MEDIA AS A

PREVENTIVE STEP FOR SEXUAL VIOLENCE.

Jurnal Ilmiah Peuradeun, 9(3), 607–622.

https://doi.org/10.26811/peuradeun.v9i3.656

Davies, A. W. J., Balter, A.-S., van Rhijn, T., Spracklin, J.,

Maich, K., & Soud, R. (2022). Sexuality education for

children and youth with autism spectrum disorder in

Canada. Intervention in School and Clinic, 58(2), 129–

134.

Dawson, M., & Carrigan, M. (2021). Identifying femicide

locally and globally: Understanding the utility and

accessibility of sex/gender-related motives and

indicators. Current Sociology, 69(5), 682–704.

Döring, N. (2014). Consensual sexting among adolescents:

Risk prevention through abstinence education or safer

sexting. Cyberpsychology: Journal of Psychosocial

Research on Cyberspace, 8(1), 9.

Ellis, S. J., & Bentham, R. M. (2021). Inclusion of LGBTIQ

perspectives in school-based sexuality education in

Aotearoa/New Zealand: An exploratory study. Sex

Education, 21(6), 708–722.

Eyres, R. M., Hunter, W. C., Happel-Parkins, A.,

Williamson, R. L., & Casey, L. B. (2022). Meaningful

conversations: exploring parental experiences in

providing sexuality education for their children with

intellectual disabilities. American Journal of Sexuality

Education, 17(4), 490–509.

Goldfarb, E. S., & Lieberman, L. D. (2021a). Three decades

of research: The case for comprehensive sex education.

Journal of Adolescent Health, 68(1), 13–27.

Goldfarb, E. S., & Lieberman, L. D. (2021b). Three decades

of research: The case for comprehensive sex education.

Journal of Adolescent Health, 68(1), 13–27.

Hasanah, U., Zulfa, V., Putra, T. A., Faesal, M., Elmanora,

E., & Oktaviani, M. (n.d.). THE INFLUENCE OF

PARENTAL SOCIAL SUPPORT ON CLEAN AND

HEALTHY LIVING BEHAVIOR AT ISLAMIC

BOARDING SCHOOL. Frontiers in Psychology, 2220.

Heath, S. B., & Thomas, C. (2020). The achievement of

preschool literacy for mother and child. In Reading

Empirical Research Studies (pp. 180–207). Routledge.

Humprecht, E., Castro Herrero, L., Blassnig, S.,

Brüggemann, M., & Engesser, S. (2022). Media

systems in the digital age: An empirical comparison of

30 countries. Journal of Communication, 72(2), 145–

164.

Insiyah, N. S., & Hidayat, S. (2020). Kajian tentang

Komunikasi Orang Tua dalam Pendidikan Seks untuk

Anak Sekolah Dasar. PEDADIDAKTIKA: Jurnal

Ilmiah Pendidikan Guru Sekolah Dasar, 7(2), 222–233.

Jatmikowati, T. E., Angin, R., & Ernawati, E. (2015).

Model dan materi pendidikan seks anak usia dini

perspektif gender untuk menghindarkan sexual abuse.

Jurnal Cakrawala Pendidikan, 34(3).

Justicia, R. (2017). Pandangan Orang Tua Terkait

Pendidikan Seks Untuk Anak Usia Dini. Early

Childhood: Jurnal Pendidikan, 1(2), 28–37.

Karakose, T., Yirci, R., & Papadakis, S. (2021). Exploring

the interrelationship between covid-19 phobia, work–

family conflict, family–work conflict, and life

satisfaction among school administrators for advancing

sustainable management. Sustainability, 13(15), 8654.

Keenan, H., & Hot Mess, L. M. (2020). Drag pedagogy:

The playful practice of queer imagination in early

childhood. Curriculum Inquiry, 50(5), 440–461.

https://doi.org/10.1080/03626784.2020.1864621

Khusnidakhon, K. (2021). The importance of enhancing

social skills of preschoolers. European Scholar Journal,

2(3), 74–78.

Lameiras-Fernández, M., Martínez-Román, R., Carrera-

Fernández, M. V., & Rodríguez-Castro, Y. (2021). Sex

education in the spotlight: what is working? Systematic

review. International Journal of Environmental

Research and Public Health, 18(5), 2555.

Lyu, J., Shen, X., & Hesketh, T. (2020). Sexual knowledge,

attitudes and behaviours among undergraduate students

in China—implications for sex education. International

Journal of Environmental Research and Public Health,

17(18), 6716.

Marwah, S. S., Syafe’i, M., & Sumarna, E. (2018).

Relevansi Konsep Pendidikan Menurut Ki Hadjar

Dewantara Dengan Pendidikan Islam. TARBAWY:

Indonesian Journal of Islamic Education, 5(1), 14–26.

https://doi.org/10.17509/t.v5i1.13336

Ecological Citizenship: Developing a Sustainable Parenting Model to Prevent Sexual Behaviour in Children Based on Age Stages

847

Meredith, P. (2024). Sex education: Political issues in

Britain and Europe. Taylor & Francis.

Mukri, S. G. (2018). Pendidikan Seks Usia Dini Dalam

Perspektif Hukum Islam. Mizan: Journal of Islamic

Law, 3(1).

Nassoba, R. F., & Samanik, S. S. (2022). DOMESTIC

VIOLENCE ISSUE AS SEEN IN THE MEMOIR

BRUTALLY HONEST BY MELANIE BROWN.

Linguistics and Literature Journal, 3(1), 1–10.

Nikkelen, S. W. C., van Oosten, J. M. F., & van den Borne,

M. M. J. J. (2020). Sexuality education in the digital

era: Intrinsic and extrinsic predictors of online sexual

information seeking among youth. The Journal of Sex

Research.

Papadakis, S., Vaiopoulou, J., Kalogiannakis, M., &

Stamovlasis, D. (2020). Developing and exploring an

evaluation tool for educational apps (ETEA) targeting

kindergarten children. Sustainability, 12(10), 4201.

Paton, D., Bullivant, S., & Soto, J. (2020). The impact of

sex education mandates on teenage pregnancy:

International evidence. Health Economics, 29(7), 790–

807.

Radd, S. I., Generett, G. G., Gooden, M. A., & Theoharis,

G. (2021). Five practices for equity-focused school

leadership. ASCD.

Rigolon, A., Browning, M. H. E. M., McAnirlin, O., &

Yoon, H. (2021). Green space and health equity: a

systematic review on the potential of green space to

reduce health disparities. International Journal of

Environmental Research and Public Health, 18(5),

2563.

Rimawati, E., & Nugraheni, S. (2019). Metode pendidikan

seks usia dini di Indonesia. Jurnal Kesehatan

Masyarakat Andalas, 13(1), 20–27.

Schmidt, E. K., Robek, N., Dougherty, M., Hand, B. N.,

Havercamp, S., Sommerich, C., Weaver, L., & Darragh,

A. (2021). Recommendations to improve accessibility

of sexuality education for individuals with intellectual

or developmental disabilities: A qualitative study.

American Journal of Sexuality Education, 16(1), 38–56.

Schneider, M., & Hirsch, J. S. (2020). Comprehensive

Sexuality Education as a Primary Prevention Strategy

for Sexual Violence Perpetration. In Trauma, Violence,

and Abuse (Vol. 21, Issue 3, pp. 439–455). SAGE

Publications Ltd.

https://doi.org/10.1177/1524838018772855

Septiani, R. D. (2021). Pentingnya komunikasi keluarga

dalam pencegahan kasus kekerasan seks pada anak usia

dini. Jurnal Pendidikan Anak, 10(1), 50–58.

Sholicha, H., Fatonah, S., & Susilo, M. E. (2015). Pola

komunikasi antara guru dan murid dalam

menyampaikan pendidikan seks bagi anak usia dini.

Jurnal Ilmu Komunikasi, 13(3), 224–233.

Sinaga, D., & Simorangkir, M. R. R. (2021). Understanding

Early Sex Education through Image Story Media.

International Journal of Recent Innovations in

Academic Research, 5(8), 103–108.

Stewart, J. L., Kamke, K., Widman, L., & Hope, E. C.

(2022). “They see sex as something that’s reproductive

and not as something people do for fun”: Shortcomings

in adolescent girls’ sexual socialization from adults.

Journal of Adolescent Research, 37(2), 250–279.

Tattersall Wallin, E. (2022). Audiobook routines:

identifying everyday reading by listening practices

amongst young adults. Journal of Documentation, 78(7),

266–281.

Trigueros, R., Sanchez-Sanchez, E., Mercader, I., Aguilar-

Parra, J. M., López-Liria, R., Morales-Gázquez, M. J.,

Fernández-Campoy, J. M., & Rocamora, P. (2020).

Relationship between Emotional Intelligence, Social

Skills and Peer Harassment. A Study with High School

Students. International Journal of Environmental

Research and Public Health, 17, 1–10.

https://doi.org/10.3390/ijerph17124208

Trollinger, L. M. (2021). Sex/Gender Research in Music

Education: A Review (Vol. 16).

Wahyuni, H., Rahmawati, A., Anggraini, D., Syaharani, F.,

Triana, F. F., Ananta, G., Sadewa, R. D., & Amelia, R.

(2024). PENTINGNYA KOMUNIKASI TERBUKA

DALAM MEMBERIKAN PENDIDIKAN SEKS

DARI ORANG TUA TERHADAP ANAK. Jambura

Arena Pengabdian, 2(1), 7–14.

WHO. (2018). WHO-Housing and Health Guidelines.

Widodo, R. (2024). The Influence of Health Promotion

Animation Videos on Students’ Knowledge of Sexual

Violence Prevention. Journal of Health Innovation and

Environmental Education, 1(1), 7–13.

Woolweaver, A. B., Drescher, A., Medina, C., & Espelage,

D. L. (2023). Leveraging comprehensive sexuality

education as a tool for knowledge, equity, and inclusion.

Journal of School Health, 93(4), 340–348.

Yafie, E. (2017). Peran orang tua dalam memberikan

pendidikan seksual anak usia dini. Jurnal CARE

(Children Advisory Research and Education), 4(2).

Yulianci, S., Nurjumiati, N., & Adiansha, A. A. (2021). The

Effect of Interactive Multimedia and Learning Styles on

Students’ Physics Creative Thinking Skills. Jurnal

Penelitian Pendidikan IPA, 7(1), 87–91.

Zarei, G., & Mirzaei, K. (2022). Impact of perceived social

responsibility on consumers’ green perception and

green behavior: the moderating role of personality traits.

Journal of Consumer Sciences, 7(2), 168–188.

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

848