General guidelines for teachers of initial education in the pedagogical teaching of comprehensive sexual education in early childhood

Abstract

The objective of the research was to determine the general guidelines to improve the pedagogical teaching of initial education teachers in comprehensive sexuality in early childhood, through the analysis, diagnosis and knowledge of the teachers’ perceptions, as well as the identification of Effective psychopedagogicas strategies for teaching sexuality in this evolutionary stage. An analytical method was used, oriented to a quantitativedescriptive investigation, the instruments used were the sociodemographic file (Ad-hoc) and a sheet of perception, knowledge and identification of psycho-pedagogical strategies (Ad-hoc), to address ESI in the classrooms. The sample consisted of 11 teachers of Initial education. According to the results, it was determined that 50% of the teachers have little experience in working with children, 80% work on sexual education issues, based on the needs and characteristics of the children, 60% are unaware of the psychopedagogicas guidelines to address comprehensive sexual education in their classrooms and 80% have not been trained on this topic. In conclusion, the teachers have little training and lack of psycho-pedagogical strategies in sexual education, for this reason, an educational innovation proposal was raised with a teacher training program entitled “EduESI” to be considered as part of the curriculum, with the purpose of raising awareness of sexual education, as a protective factor.