The Relevance of Sex Education in Improving Children's

Understanding of Gender Concepts in Kindergarten

Nurhafizah

, Zulmiati, Wulan Rahmadia Novera, Rahmi Taqwa

and Stefany Yunita

Institute Teacher Education Early Childhood Education Department, Universitas Negeri Padang, Indonesia

Keywords: Sex Education, Improving Children’s Understanding, Gender Concepts, Kindergarten.

Abstract: This study aims to examine the relevance of sex education for early childhood in enhancing kindergarten

children's understanding of their gender identity and roles. This study uses a descriptive qualitative approach

with semi-structured interview techniques with 35 kindergarten teachers from five kindergarten educational

institutions in Padang City, Indonesia. Data were analyzed thematically with a focus on teachers' perceptions,

attitudes, knowledge, and readiness to implement sex education. The research results show that although some

teachers acknowledge the importance of sex education from an early age, they still experience confusion

regarding the material that needs to be conveyed, the appropriate teaching methods, and the suitable age limits

as well as adequate media for its development. Some other teachers consider this topic inappropriate because

it contradicts cultural and religious norms. This study also found a lack of training and educational media to

support the implementation of sex education in kindergarten settings. This study is limited to kindergartens

in the city of Padang and has not yet involved the perspectives of parents or teachers in rural areas. Further

research is recommended to encompass a broader demographic context and collaboration between teachers

and parents. The findings of this study highlight the need for teacher training, the development of culturally

appropriate learning media, and more open training to change misconceptions about sex education. This study

fills a gap in the literature on early childhood sex education in the context of conservative cultures. This

research contributes to the understanding of the practical and sociocultural barriers faced by teachers, as well

as offering practical strategies for policy development in the curriculum.

1 INTRODUCTION

Sex education is important to provide to children

from an early age as one way to impart understanding

and raise awareness about sexual issues. Sex

education is closely related to reproductive organs

and their functions (Nugroho, Rahayu, & Hapsari,

2022). Additionally, sex education aligns with the

curriculum-based learning process that involves

several aspects, including cognitive, emotional,

physical, and social (Gerda, Wahyuningsih, & Dewi,

2022) . Sex education can be provided to children

gradually, tailored to their level of understanding and

age. Children aged 1 to 5 years can already receive

sex education (Oktarina & Liyanovitasari, 2019).

Until the end of 2022, there were 797 victims of

sexual violence that still occurred (Martin, Riazi,

Firoozi, & Nasiri, 2020). In that number, girls are the

https://orcid.org/0009-0003-0186-4150

most frequent victims of molestation and sexual

violence compared to boys. Then, recently, we were

shocked by the story of a 12-year-old child who is 8

months pregnant in Langkat Regency, North

Sumatra, allegedly a victim of sexual violence by her

own older brother. In fact, Law Number 35 of 2014

already includes amendments to Law Number 23 of

2002 concerning child protection, stating that a child

is an Indonesian citizen who is not yet 18 (eighteen)

years old, including a child still in the womb.

Sexual abuse of children is a serious issue that can

harm a child's future both in the short term and the

long term. Another consequence of sexual abuse also

has a wide-ranging impact on families, communities,

and the economy, both in terms of health,

rehabilitation, social services, and the costs of the

justice system (Alucyana, Raihana, & Utami, 2020).

(Alucyana, 2018; Utami, 2021)found in their research

272

Nurhaﬁzah, , Zulmiati, , Novera, W. R., Taqwa, R. and Yunita, S.

The Relevance of Sex Education in Improving Children’s Understanding of Gender Concepts in Kindergarten.

DOI: 10.5220/0014070900004935

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 7th International Conference on Early Childhood Education (ICECE 2025) - Meaningful, Mindful, and Joyful Learning in Early Childhood Education, pages 272-279

ISBN: 978-989-758-788-7; ISSN: 3051-7702

that 23% of girls aged 7 to 9 years are at risk of

becoming victims of rape, and 32% of boys aged 7 to

9 years.

Considering the numerous psychological impacts

on children who are victims of rape, early prevention

is essential. (Brouskeli & Sapountzis, 2017; Robinson

& Davies, 2017)mention that there are six treatment

goals for child victims of sexual violence, including

teaching them gender appropriateness.(Balter, Van

Rhijn, & Davies, 2016) found that early childhood

sex education does not teach children to engage in

promiscuous sex as adults; sex education aims to help

children understand their own bodies and the physical

conditions of the opposite sex, as well as to protect

children from sexual violence. (Cacciatore et al.,

2024) argue that sex education begins with the

introduction of body parts. This method can be used

with photos, posters, songs, and games.

The introduction of sexuality to children can

begin with the introduction of body anatomy,

followed by knowledge about reproduction in living

beings and how humans and animals reproduce, as

stated by (Chomaria & Psi, 2014) sex education starts

with the introduction of body parts. Little by little,

children learn that the vagina and penis not only

function as organs for urination but also as

reproductive organs. Parents and teachers can inform

children about its impact on them. One way to

provide sex education to children is by teaching them

to clean their genitals.

(Nakahara et al., 2014) argues for teaching

children to use the toilet or clean their genitals by

themselves from the age of two, if possible. Teaching

children to clean their genitals properly after urinating

or defecating will make them independent and not

reliant on others. This education also indirectly

teaches children not to carelessly let others wash their

genitals. In this way, parents or teachers can gradually

teach children about sex education.

The way sex education is delivered should not be

too vulgar. Because it actually has a negative impact

on children. In fact, both girls and boys face the same

environmental threats. Research shows that the

perpetrators of sexual violence are people close to the

child. Therefore, it is important to develop early

childhood education materials with a gender

perspective. The development of the provided

materials is based on the cognitive domain

(knowledge, understanding, application, analysis,

synthesis, evaluation) and the affective domain

(acceptance). (Nadar, 2017) states that children's

sexual development can be seen through the

development of gender identity and gender

stereotypes. The implications of a child's

understanding of gender include social interactions,

biological maturation, behavior, play, and

friendships. The gender roles that develop in

childhood play a significant role in shaping a person's

self-image and influencing how they form

relationships later in life. There is a need to integrate

gender perspectives into early childhood education,

as gender, being an integral part of personality, is also

an integral category in early childhood education.

Understanding gender identity becomes one of the

roles in child development. Gender plays a major role

in setting the agenda for all developmental

experiences that affect children. The role of parents

and teachers in sex education, especially in providing

a correct understanding of the concept of gender

identity to children from an early age, is very

important. This aims to protect children from the risks

of harassment, violence, and sexual deviation. So that

children understand the concept and role of gender,

so that children know the boundaries in social

interactions and know how to protect themselves.

However, some parents and some teachers still

consider sex education a taboo subject and often

avoid it for various reasons, misinterpreting sex

education, especially for young children. Therefore,

research needs to be conducted to determine the

relevance of sex education in enhancing the

understanding of gender concepts in children,

specifically kindergarten aged children.

2 METHODOLOGY

This research was conducted in the kindergarten of

Padang city. The research method used is descriptive

qualitative, aimed at describing teachers' perceptions

regarding sex education for early childhood,

specifically kindergarten children. Data collection

related to teachers' views, attitudes, and knowledge

about this topic, which are then analyzed to provide

an overview of those perceptions. The tool used is

interviews based on Khosnawiyah indicators, namely

1) Teachers' perceptions of sex education, 2)

Teachers' attitudes towards sex education for early

childhood, 3) Teachers' knowledge of sex education

for children, 4) Methods and media chosen by

teachers in sex education for children, 5) Teachers'

courage and readiness to teach sex education.

The following is a table of the interview

instrument grid used to collect data in this study

Here is how to display a pop-up window from

which to select and apply the AIP Conference

Proceedings template paragraph styles:

The Relevance of Sex Education in Improving Children’s Understanding of Gender Concepts in Kindergarten

273

Table 1: Interview Instrument Framework used in Data

Collection.

Aspect Indicator

Data Collection

Purpose

Teachers'

perceptions

of sex

education

1. Teachers'

perceptions of the

implementation

of sex education

for children

Understanding

how teachers

perceive the

application of sex

education in

kinder

artens

Teachers'

Attitudes

towards Sex

Education

for Early

Childhood

Children

2. Perception of the

Importance of

Sex Education

for Early

Childhood

Assessing

teachers' views on

the relevance and

importance of sex

education for

young children.

3. Factors

influencing

attitudes

(culture,religion,

education) in sex

education for

adolescents

Identifying the

factors that

influence teachers'

attitudes and

views on sex

education for

children.

Teacher's

Knowledge

about Sex

Education

for Early

Childhood

4. Understanding

the basic

concepts of sex

education for

children

To understand the

extent to which

teachers

comprehend the

basic concepts of

sex education for

earl

childhood.

5. Sources of

knowledge

(training,

literature,

experience)

Identifying where

teachers get

information about

sex education.

Methods

and media of

instruction

chosen by

teachers in

sex

education for

children

6. Methods and

media used by

teachers in sex

education for

children

Obtaining

information about

the methods and

media used by

teachers in sex

education for

children

The

Courage and

Readiness of

Teachers to

Teach Sex

Education

7. Readiness to

teach the topic

of sex education

in class

Assessing the

readiness and

comfort of

teachers in

teaching sex

education to

young children

8. Obstacles faced

in teaching sex

education

Identifying the

obstacles or

challenges faced

by teachers in

providing sex

education

Data was obtained through interviews conducted

with kindergarten teachers in the city of Padang.

From all the kindergartens in the city of Padang, after

thorough investigation, the exact number was

unknown, so 4 kindergartens with a relatively larger

number of students and teachers were selected:

Negeri Pembina Padang kindergarten with 12

teachers, Telkom Schools kindergarten with 11

teachers, Kartika 1-61 kindergarten with 3 teachers,

Labor Pembangunan kindergarten with 4 teachers and

Marhamah kindergarten with 5 teachers. The total is

35 teachers. As for the interviews, they were

conducted face-to-face between the interviewer and

the teachers during break time or after the children

went home. The interview is semi-structured, where

the researcher uses a prepared list of questions and

records the entire process. Teachers were also given

the opportunity to further explain their views.

Qualitative data in the form of open interviews

were analyzed using data triangulation. The data is

first categorized according to the aspects that emerge

in the teachers' views on sex education (for example,

the obstacles faced, cultural or religious factors that

influence, etc.). The results of the interviews are used

to provide a more comprehensive picture of the

relevance of sex education in enhancing the

understanding of gender concepts in early childhood,

particularly in kindergarten children.

The data analysis in this study is divided into

several components to produce conclusions, as

illustrated in the following figure:

Figure 1: Data Analysis.

3 RESULT AND DISCUSSION

Based on the interviews conducted with teachers at

the Kindergarten in Padang city, the results can be

seen in the following diagram:

ICECE 2025 - The International Conference on Early Childhood Education

274

Table 2: Results of the Interview with the Teacher at the

Kindergarten in Padang City.

Aspect Indicator

Result

Teacher's Answer

Percen

tage

Sex

education

enhancing

the

understan

ding of

gender

concepts

in kinder-

garden

children

Teachers'

perceptions of

sex education

Teachers view sex

education as relevant

to be provided to

children from an early

age according to their

develo

mental sta

es.

25%

Teacher's

Attitude

towards Sex

Education for

Early

Childhood

The teacher believes

that sex education

should be provided as

early as possible so

that children

understand their

bodies, know their

gender identity, how to

take care of their

bodies, and understand

the boundaries of

interacting with people

around them, both

close ones and others,

as well as newly

acquainted

individuals.

20%

Teacher's

Knowledge

about Sex

Education for

Early

Childhoo

The

teacher under-

stands sex education

for children. The

teacher is able to teach

in a way that is easy for

children to understand.

15%

Methods and

media of

instruction

chosen by

teachers in

sex education

for children

Teachers understand

and are able to teach

sex education using

methods, language,

and approaches that

are easy for children to

understand by pro-

viding good examples

and guidance.

15%

The Courage

and readiness

of teachers to

Teach Sex

Education

Teachers have the

courage and readiness

to teach sex education

to children and are

confident if supported

by parents, school

principals, and good

facilities such as

appropriate and

relevant learning

media.

25%

Based on the interviews conducted, data was

obtained showing that 25% of teachers have taught

the topic of sex education. The teachers are active and

consistent in teaching sex education to children,

although the learning is not specifically and

comprehensively designed but rather included in

certain topics such as the theme of oneself. 20% of

the respondents indicated that teachers are able to

manage the classroom well despite some doubts in

sex education. 15% of the teachers have knowledge

about sex education for early childhood, which

includes an understanding of what should be taught to

children at each stage of their development. 15% of

the teachers see this topic as an integral part of

children's learning and important to teach from an

early age. 25% show high courage and readiness of

teachers in teaching sex education to early childhood.

One of the teachers stated, "I know it's important

to teach children about body parts, but I'm worried

that parents might misunderstand and disapprove."

Another teacher expressed, "We do discuss this topic,

but only briefly, usually when covering themes about

the body." There is no special curriculum or

supporting media.

There is also a teacher who expressed their

limitations, "I want to teach the children about how to

take care of themselves, but I am not sure how to

convey it in the right words for 4-5 year olds."

Meanwhile, one of the teachers expressed

optimism, "If there is appropriate training and

learning media, I am ready to teach it." Children are

actually quick to respond if it's conveyed through

stories or songs.

3.1 Discussion

From the interviews conducted, it was found that

almost all of the teachers interviewed had never

specifically taught sex education to children. Sex

education is provided indirectly, for example, through

understanding body parts in the topic of self-identity.

Teachers can only take a stance and provide guidance

to children by observing the situation or responding

to complaints from the children. In sex education,

teachers rarely utilize technology media, more often

using magazines, children's worksheets (LKA), card

media, and some traditional play tools, which are not

specifically designated as sexual education media.

Teachers' perceptions regarding sex education for

children, some teachers see sex education as an

important topic to be taught to young children,

especially because appropriate sex education can help

children develop a healthy understanding of their

bodies, privacy, and healthy social relationships,

particularly with friends of the opposite sex. On the

other hand, there are also teachers who feel hesitant

or uncomfortable teaching sex education to

kindergarten children because they perceive that this

The Relevance of Sex Education in Improving Children’s Understanding of Gender Concepts in Kindergarten

275

topic is more suitable for older ages and that

kindergarten children are not yet ready to learn about

it, or because they do not have sufficient knowledge

to convey this material appropriately. However, some

teachers feel ready and have the skills to teach this

topic, either due to experience, training, or personal

knowledge, but are hindered by the methods and

media that are quite difficult for them to obtain

because sex education for kindergarten children is

somewhat different from older children, considering

that children are still in the concrete preoperational

stage according to Piaget's cognitive theory.

Therefore, the role of selecting appropriate methods

and media is very important to pay attention to.

From the number of teachers who have been

interviewed, it was also found that many teachers feel

unprepared or lack support in terms of teaching

materials and training. They feel unsure about the

appropriate way to convey this sensitive topic to

children, what materials need to be covered, and to

what extent they can share with the children so that

the children have a basic understanding of sexual

knowledge and a correct concept of gender, can

behave according to their gender roles, and have

knowledge to protect themselves from threats of

sexual violence as well as threats of deviant sexual

behavior in later ages such as when they become

teenagers and when they grow up. From the interview

results, it was also found that one of the reasons for

the lack of confidence among teachers in teaching sex

education to children is that most of them have never

received adequate training on sex education for early

childhood.

These findings are in line with international

research that shows the main obstacles to

implementing sex education for young children are

the lack of formal training, insufficient curriculum

support, and social and cultural pressures. For

example, a study by (Brouskeli & Sapountzis, 2017)

in Greece found that although most early childhood

educators recognized the importance of sex

education, they felt they lacked the expertise and

feared negative reactions from the community. In

Canada, (Balter et al., 2016) also noted that early

childhood educators often feel confused about how to

integrate sexual and gender aspects into daily learning

due to the lack of clear guidelines.

In more open contexts such as the Netherlands and

Finland, sex education has been part of the curriculum

since early childhood education, with an approach

that emphasizes body awareness, respect for privacy,

and healthy communication (Cacciatore, Ingman-

Friberg, Apter, Sajaniemi, & Kaltiala, 2020).

However, countries with conservative cultural

backgrounds, including Indonesia, tend to face

resistance because it is considered contrary to

religious and social norms.

Therefore, the approach to sex education for

young children cannot be uniform. There needs to be

local adjustments that consider cultural and religious

contexts, while still upholding the principles of

children's rights, protection from violence, and child-

centered education. This indicates the need for

teacher training program designs that are not only

technical but also culturally sensitive.

Some teachers feel that sex education for young

children should be conducted carefully and with an

approach that is appropriate for the child's age and

characteristics. They believe that young children need

a simple and direct understanding of their bodies,

their privacy rights, and how to express discomfort if

they encounter an unwanted situation. Sex education

for young children should be based on their limited

understanding and aligned with their cognitive and

emotional development stages. For preschool

children, the topic of sex education is more focused

on body recognition, privacy, and understanding the

differences between genders. For example, at the age

of 4-6 years, children can be taught about their body

parts with the correct names, why their bodies need to

be protected, and why privacy is important.

At an older age (for example, 6-8 years), children

can start to be given more information about the

relationship between boys and girls, body boundaries,

and the consequences of unwanted touching. Using

simple and easy-to-understand language is key in

teaching sex education to young children. The

language used should be free from technical or

ambiguous terms that might confuse them. The use of

clear and concrete terms about the human body and

feelings helps children feel more comfortable with the

topic being discussed.

Sex education at an early age should emphasize

positive values about the body, respect, and privacy

rights. Children need to learn to respect their own

bodies and the bodies of others, as well as understand

that everyone has the right to privacy and personal

decisions. This helps children develop self-

confidence and provides them with tools to protect

themselves from potential violence or sexual abuse.

Parents and teachers play a very important role in sex

education for children. Teachers should collaborate

with parents to ensure that the information provided

to children is consistent with the values taught at

home. Additionally, parents should also feel

empowered and educated to continue discussions

about sex education at home. Children must feel safe

and comfortable when talking about their bodies,

ICECE 2025 - The International Conference on Early Childhood Education

276

feelings, or unpleasant experiences. Therefore,

teachers need to create an open classroom

environment where children can ask questions

without fear of being punished or judged. A

supportive environment will help children feel more

confident in expressing themselves honestly.

Basically, sex education for children is a process

of providing accurate information about the scope and

content of sex education, adjusted to existing themes

or new topics that are not far from the teacher's

knowledge. The implementation of sex education for

children in kindergartens in the city of Padang is

influenced by the teachers' perceptions. The

understanding and attitude of teachers in

implementing sex education for children are built

from the teachers' own knowledge and experience.

Sex education is an effort to equip children with

accurate knowledge so that they can successfully

adjust their sexual attitudes in the future. And the

provision of this knowledge causes children to

develop the correct logical tendencies regarding

sexual and reproductive issues (Yang et al., 2021).

Sex education involves guidance, counseling, and

knowledge. Guidance and counseling refer to the

provision of information regarding practical issues of

sexual activity, covering the biological aspects of

reproductive function (anatomy and physiology) and

appropriate to the level of development and age

group. Meanwhile, sex education encompasses

aspects of ethics, morality, religion, society, and other

knowledge (Herianah et al., 2024).

To protect children from sexual crimes, it is very

important to introduce sex education early on

(Khosnawiyah, 2019) describes sex education as: Sex

education aims to introduce the parts of the body

(names and functions), understand the differences

between boys and girls, and teach information about

sexual behavior (relationships and intimacy) and

knowledge about the values and norms in society

related to gender.

According to (Ifadah, 2021; Mamuroh,

Sukmawati, & Nurhakim, 2022; Masitoh & Hidayat,

2020), sex education for children is not about

teaching how to have sexual intercourse, but rather an

effort to instill in children an age-appropriate

understanding of the function of genitalia and issues

related to their natural instincts. Gradually becoming

clear. Providing guidance on the importance of

maintaining and caring for intimate organs, as well as

understanding the risks that may arise related to

unhealthy social behaviors and sexual issues. In this

way, it is hoped that children can better protect

themselves and avoid issues of child sexual abuse.

The teaching of sex education material should be

conducted continuously and gradually, tailored to the

needs and age of the child, starting from an early age

when the child begins to ask about gender differences

between themselves and others. (Nawafilaty, 2018;

Novia, 2023; Patty, Hukubun, Mahu, Tetelepta, &

Linansera, 2022) in this regard remind us that parents

themselves know their child's condition, so it is

advisable for parents at home to provide sex

education first. However, unfortunately in Indonesia,

not all parents are willing to openly discuss sexual

topics with their children, so the role of the education

sector is actually very significant for early childhood

to receive education and knowledge that is often

considered taboo by parents.

The introduction of sex education concepts to

children is prevalent in public institutions, including

early childhood education (PAUD). Teachers not

only serve as evaluators and facilitators in guiding

children but also take on the role of parents for

children at school (Hidayati, Widiana, & Handayani,

2022). This means that teachers have the duty to

introduce children to the concept of sex education. In

this study, the researcher focuses on the relevance of

sex education in enhancing children's understanding

of gender concepts in Kindergarten.

It is hoped that children can understand sex

education from an early age and acquire accurate

knowledge about sex through other media,

informational media, that can provide sex education

to children. The goal of providing sex education to

children is to ensure they are protected from the

negative risks of sexual behavior and deviations.

Children should be given information from an early

age about the consequences of engaging in sexual acts

without respecting laws, religion, and customs, as

well as the potential health impacts that may arise

from such deviations (Ünser & Ören, n.d.; Wilkinson,

Davies, & Warin, 2024).

Children understand gender identity as an

unchangeable characteristic. This understanding

begins when a child is 6 months old and starts to

differentiate their caregiver's voice from that of their

father, mother, or both. Between the ages of 2 and 3

years, children begin to understand the gender

identities of boys and girls by using the words father

or mother and mom or dad. However, children still

need time to understand that gender is a permanent

characteristic (Feierabend et al., 2024; Warin, 2019).

Then, at the age of 6-7 years, children understand that

gender is an unchangeable attribute.

Gender role stereotypes are understandings of the

roles played by men and women. Gender role

stereotypes are formed when a child develops their

The Relevance of Sex Education in Improving Children’s Understanding of Gender Concepts in Kindergarten

277

gender identity as a girl or boy between the ages of

two and a half and three years. Stereotypes are related

to the assumption that girls talk a lot, play with dolls,

do not like to be hit, and enjoy helping their mothers.

Boys are recognized by the fact that they like playing

with cars, trying difficult motor skill games, and are

more likely to help their fathers. At preschool age and

the early years of elementary school, children engage

in more activities and outcomes that are suitable for

both girls and boys (González-González, Violant-

Holz, & del Castillo-Olivares Barberán, 2022; Rae et

al., 2019).

4 CONCLUSION

Based on the research and discussion results, it can be

concluded that sex education in enhancing the

understanding of gender concepts is relevant to be

conducted for children in kindergartens in Padang

city. This conclusion is based on interviews

conducted with 31 teachers from 4 kindergartens.

Because the sex education in question is not about

teaching sexual activities, but rather about how

children understand their gender identity as boys and

girls, how to take care of themselves and recognize

boundaries and privacy with the opposite sex,

understanding how to protect themselves and avoid

threats such as sexual violence from close

acquaintances or strangers, and how children can be

protected from sexual deviant behavior. Here, the role

of teachers and parents is very important. When

children do not receive that knowledge at home for

various reasons, teachers at school must make sex

education an important agenda to be taught. Teachers

must seek out and possess knowledge about this, then

provide instruction to children according to their age

characteristics, what needs to be informed to children

as basic sex concepts that they must have, what

suitable methods and appropriate media to use,

creating simple media as tools in teaching so that the

information needed by children about sex education

can be conveyed as effectively as possible.

ACKNOWLEDGEMENTS

The authors would like to express their sincere

gratitude to the teachers, principals, and staff from the

five kindergarten educational institutions in Padang

City for their cooperation and valuable contributions

to this research. Special thanks are also extended to

Universitas Negeri Padang for providing support and

facilities that enabled the successful completion of

this study.

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