LST

Life F 36
Unit Skil 04
6: S ls Te
exua achi
lity ng
Edu
catio
n
Rationale behind Sexuality Education in
Foundation Phase

 Sexuality Education is included in the study area of personal and social well-being
= this study area focus on social health, emotional health & relationships with other people
and the environment

 Rationale = due to HIV & AIDS in SA and high incidences of sexual abuse
 Definitions

 Sex = “refers to whether a person is male or female, based on their physical differences; sex also
refers to the act of sexual intercourse”
 Sexuality = “Refers to the whole person, incl. sexual thoughts, experiences, learning, ideas, values
and imaginings as these have to do with being male or female”; “Relates to social, physical,
emotional, spiritual and mental aspects, incl. feelings and fantasies; decisions we make; beliefs;
values and attitudes; the physical body; inherited characteristics; the way we dress, walk and behave;
relationships with people and sexual intercourse”
 Sexuality education = “more than teaching anatomical & physiological facts. It encompasses sexual
development, reproductive health, interpersonal relationships, affection, intimacy, body image and
gender roles”
- Teacher should emphasize = natural, all parts of body are good, right to say no, discuss topic it
should not be taboo, do not exploit or take advantage of someone
 Aims of Sexual Education

 Build & enhance positive self-esteem & self-awareness

 Establish a positive body image and identity by telling learners about male and female anatomical differences
 Teach correct names for the private body parts & teach functions
 Private parts are covered by underwear. Who may & may not touch
 Sexuality is a natural and positive part of life
 Provide accurate information about sexuality as learners must be able to make informed decisions about their lives
 Expose learners to skills needed to make informed & responsible decisions
 Teach understanding, tolerance and respect for differences
 Empower learners to behave responsibly in all relationships
 Communicate and express needs and feelings
 Teach safety measures against possible abuse
 Develop assertiveness and learn to say “no”
 Identify who can help when in danger & what information to give
 Myths about Sexuality Education

 Foundation Phase learners are too young for sexuality education

 Sexuality education teaches learners how to have sex
 Teaching sexuality in school replaces sexuality education by parents
 Comprehensive sexuality education leads to inappropriate sexual games
 Foundation Phase learners who masturbate are abnormal or homosexual and should be
punished
 Kids will pick up what they need to know
 If I do not feel completely comfortable talking to my learners about sex, it is better not to
say anything
 Theories on Sexual Development
Freud’s Psychosexual Theory
Oral Stage (birth to 1 yr)
Anal stage (1-3 yrs)
Phallic Stage (3-6 yrs)
Latent period (6-12 yrs)
Genital Stage (12+yrs)
Libido is focused on mouth as source of
pleasure
Libido is focused on anus, & toilet training
creates conflict btw biological urges &
society’s demands
Libido centers on the genitals. Oedipus or
Electra complex results in identification with
same-sex parent
Libido is quiet; energy is invested in
schoolwork & play with same sex friends
Puberty reawakens the sexual instincts as
youths seek to establish mature sexual
relationships and pursue the biological goal
of reproduction
Erikson’s Psychosocial Theory
Trust vs mistrust (birth – 1 yr)
Autonomy vs shame and doubt (1-3
yrs)
Initiative vs guilt (3-6 yrs)
Industry vs Inferiority (6-12 yrs)
Identity vs role confusion (12-20 yrs)
Infants learn to trust caregivers to meet
needs
Learn to be autonomous or they will doubt
their abilities
Develop initiative by devising & carrying
out bold plans, but must learn not to impinge
on rights of others
Must master NB social & academic skills
and keep up with peers otherwise they will
feel inferior
Must establish social & vocational identities;
otherwise, will remain confused about roles
they play as adults
 Theories on Sexual Development Cont…
Freud’s Psychosexual Theory Erikson’s Psychosocial Theory

Intimacy vs isolation (20-40 yrs) Young adults seek to form a shared ID

with another person, but may fear
intimacy & experience loneliness &
isolation

Generativity vs stagnation (40-65 yrs) Middle-aged adults must feel they are
producing something that will outlive
them otherwise, become stagnant &
self-centered

Integrity vs despair (65+yrs) Older adults must come to view their

lives as meaningful to face death
without worries and regrets
 Kohlberg’s Theory on Moral Development
(3 levels & 6 stages)

 3 Levels and within each level there are 2 stages – pg 396-371 in textbook
 Preconventional (2 to 11 yrs) – Punshment & obedience; Naïve instrumentalism or self-interest orientation

 Conventional – (11-15 yrs) – Good boy-nice girl, or social conformity orientation; Law & order

 Postconventional – Social contract; Universal ethical principles

 Qualities and Skills of the Teacher and
Classroom Management
 Good factual knowledge
 Being comfortable with own sexuality
 Use correct terminology & deal with embarrassment in a positive way
 Focus on one’s body language
 Pay attention to own behavior and conduct in order to gain respect & be a positive role model
 Awareness of various interactive age-appropriate teaching-and-learning activities to teach aspects
of sexuality in a practical manner
 Accommodating diversity

 Pg 372 classroom management = read

 Interactive Teaching Techniques

 Teaching about feelings – “yes” and “no” feelings

 Practicing saying “no”
 Keeping my body safe and body ownership

 Pg 376 – 379 on Additional teaching methods = read for practical application when asked
to provide an example
Thank You