Abstracts
Abstract
This article examines the responsibilities of early childhood educators to provide life- and health-affirming sexuality education in early learning contexts, framed within a relational rights-based perspective. Acknowledging that some educators may experience discomfort when engaging with this material, the article proposes two central tools of the field—reflective practice and a practice of relationships—as key instruments to transform anxieties into generative action and ethical practice.
Keywords:
- children’s rights,
- early childhood education,
- sexuality education,
- reflective practice,
- ethical practice,
- relational practice
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Appendices
Biographical note
Noah Kenneally is an assistant professor in the Early Childhood Curriculum Studies Program in the Department of Human Services and Early Learning at MacEwan University in Amiskwacîywâskahikan/Edmonton, Alberta, Treaty 6 Territory, Canada. His research interests include children’s perspectives of social life, the politics of childhood and care, creative approaches to data generation and knowledge creation, and children’s rights. Email: kenneallyn@macewan.ca
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