Supporting the Development of Sexuality in Early Childhood: What do Early Childhood Educators Need to Know?
Bibliographic record
Abstract
Sexuality development is a fundamental domain of development that unfolds from birth (WHO, 2006; WHO et al., 2017). As practitioners supporting well-being throughout early childhood (i.e., birth up to age 12), Early Childhood Educators are uniquely positioned to support children’s sexuality development. The purpose of Study 1 was to review pre-service ECE programs in Ontario to determine the preparation ECEs receive to support sexuality development. A content analysis indicated that although sexual development is not explicitly included in many ECE training programs, there are overlapping competencies within educator- training where the development of sexuality could be addressed. The purpose of Study 2 was to define the scope of developmentally appropriate practice for ECEs supporting the development of sexuality in early childhood. Key informant interviews outlined various competencies (e.g., understanding sexuality and gender development), considerations (e.g., culturally sensitive care), and skills (e.g., communication) ECEs need during pre-service training.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".