Kindergarten Teachers’ Perceptions of Early Sexuality Education Importance and Implementation Boundaries in School Contexts

Abstract

This study aims to explore kindergarten teachers’ perceptions of the importance of early childhood sexuality education and the boundaries of its implementation in schools. The research employed a descriptive qualitative approach, involving teachers from TK IT Darussalam Palembang selected through purposive sampling. Data were collected using open‑ended questionnaires and in‑depth interviews, and were analyzed using Miles, Huberman, and Saldaña’s thematic model, including data reduction, data display, and conclusion drawing. Findings reveal that kindergarten teachers generally hold positive perceptions of early childhood sexuality education, recognizing its roles in character development, personal hygiene, and child protection. However, practical implementation remains limited, as teachers face dilemmas between educational needs and sociocultural norms that consider sexuality a taboo subject. Teachers frequently employ indirect approaches such as storytelling, singing, and role‑playing, emphasizing concepts of safe touch and body boundaries. Factors influencing the boundaries of implementation include teachers’ religious backgrounds, cultural values, school policies, and availability of teacher training. The novelty of this study lies in its specific focus on implementation boundaries, a dimension rarely explored within Indonesia’s early childhood education context. Practically, the study provides an empirical foundation for developing a national pedagogical guideline grounded in cultural and religious values while encouraging collaboration among teachers, schools, parents, and policymakers to build a safe, contextualized, and preventive model of sexuality education for young children.