Supervisors info:
Άννα Τσιμπουκλή, Επικ. Καθηγήτρια, Π.Τ.Δ.Ε- Ε.Κ.Π.Α
Ελισάβετ Λαζαράκου, Επικ. Καθηγήτρια, Π.Τ.Δ.Ε- Ε.Κ.Π.Α
Κωνσταντίνα Τσώλη, Αν.. Καθηγήτρια, Π.Τ.Δ.Ε- Ε.Κ.Π.Α
Summary:
Introduction:
Sexual education and pedagogy is a particularly important issue that preoccupied and still preoccupies social and educational authorities, as it is the subject of controversy, with ongoing discussions surrounding its implementation in the school curriculum. Despite the various concerns and negative views expressed about its introduction into educational programs, research, both nationwide and internationally, proves that it plays a crucial role in helping young people gain a better understanding of themselves and their bodies (Yoost et al., 2021), while UNESCO urges the educational community to take action by implementing comprehensive sexuality education programs (UNESCO, 2018).
Purpose:
This assignment investigates the perceptions and educational needs of kindergarten teachers who work in public or private education in the region of Attica, in matters of sexual education and pedagogy.
Method:
In the present research, a dual methodological approach was used. On the one hand, quantitative research was used where participants filled out a questionnaire via the internet, in order to achieve the collection of primary data on the subject of the research. On the other hand, the qualitative methodology was also used, through the implementation of a personal interview with active kindergarten teachers who serve in public education, with the aim of deepening certain elements of the subject to be investigated.
Research elements:
The title of this thesis, "Investigation of the perceptions and educational needs of kindergarten teachers who serve in public or private education in the Region of Attica, in matters of sexual education and pedagogy", reveals both the purpose and the general requirements. Specifically, the perceptions of kindergarten teachers are investigated as to whether or not they have a positive attitude towards sex education and to what extent do they undertake and implement sex education programs in their educational work. The starting level of sex education, the context of its implementation and the topics it will include are investigated, as well as the characteristics that the teacher responsible for implementing sex education programs should possess. At the same time, the degree of competence of kindergarten teachers in implementing said programs is examined, whether there are inhibiting factors that prevent the implementation of sex education and who they are. Finally, this research investigates and aims to highlight the educational needs of kindergarten teachers in matters of sexual education and pedagogy. Therefore, both the motivations that push and the obstacles that make it difficult for kindergarten teachers to participate in training programs are investigated, detecting, at the same time, the preferences of the teachers in question, regarding the content, manner and methods of training both in general training programs as well as in specific programs on sexuality education.
Results:
According to the results of the research, both quantitative and qualitative, the pedagogical importance of the implementation of sex education programs at school, even from the kindergarten level is clearly highlighted, thus emphasizing the awareness of all kindergarten teachers in matters related to sexuality, gender identity, protection of the genital principle. Furthermore, according to the results, while the positive attitude of kindergarten teachers towards the implementation of sex education at school is brought out, the activities of implementing sex education and education in their teaching work are occasional or non-existent in the majority of the sample. From the data processing, it appeared that the kindergarten teachers have never or almost never attended courses or educational seminars on Sexuality Education and Pedagogy and therefore do not feel sufficiently familiar with sexuality education issues. This fact clearly underlines the need of kindergarten teachers for training on this specific topic, as they themselves emphasize in their answers that the main reason for the non-implementation of sex education programs in their educational work is their lack of training. Moreover, the need for appropriate educational material and support from official bodies, such as the Ministry of Education and collaboration with other scientists (psychologists, nurses, social workers, etc.) is highlighted.
