Sex Education: Its Importance and Need in the Society

Sex Education, as the term clearly indicates, refers to education which is based on human sexual behavior. Parents, schools or caretakers offer it in some parts of the world to educate the children, who are stepping into their adolescence. If formally received, sex education is either taught as a full course at high school or junior high school level or in biology, health, home economics classes. Teaching sex education is rather a controversial issue; debates have been going on for several decades discussing if it should be taught formally in schools or not. Sex education in schools should exist without any doubts and apprehensions as it offers many benefits.

Adolescence is called the “age of storm and stress”. The young teenagers, during this phase of life are under deep psychological pressure. Mainly, this psychological pressure is the result of one’s growing sexual needs and the biological changes and hormonal effects on the individuals. During this time, most of the children are observed to become easily irritable. They find it difficult in most situations to deal with the family members. They might not want to talk to them about the natural changes taking place in their body and mind. In such circumstances, one highly suitable option is that of the teachers who are able to teach them to control their urges until a proper age. In schools, trained teachers would help the students to know how to deal with their sexual impulses. This role can not be replaced by parents or other entities. A classroom discussion and lesson would make them feel it is natural, and they would also feel that they are being understood by someone. However, taking them individually to psychologists or other trained educators would not help. In such a situation they might consider themselves to be different and misunderstood by family and people around them. Therefore, it becomes crystal clear that the best way to offer sex education is always in school.

It is a psychological phenomenon that children at young age are under an immense peer pressure. Something that they learn in the class with their peer group is what makes a better impression on their minds than otherwise. They are more focused in the lessons that teachers offer and are more eager asking question to clear their ambiguities. They might feel embarrassed and uneasy questioning their parents about it, but it always differs in case of the teacher in the class. This is because everyone in the class is going through the same stage. A class discussion becomes healthy source of learning as it helps in enhancing the knowledge on the subject.

Many people advocate that sex education should only be restricted to families, that is, that parents should personally educate their children. This view is totally illogical and holds complications and questions. The first point is that not all the parents would be willing to do it or would be able to do it. Secondly, this education needs a proper channel through which it should reach its required learners. There could be many possible problems in the families so they might not be able to take the role of a teacher in educating their children regarding sex. The demand of annulment of sex education from the schools is highly conservative.

Most importantly, there are many single parents, how would they take up this challenge of educating their children on their own? Parents can not properly educate their children about sex also because they lack details that qualified sex educators convey in schools. Thus, the stance of abolishing sex education in school is not a favorable thought. In many observed cases where parents or children are embarrassed about talking over sexual matters with each other, it is most likely to be uneasy situation at both the ends. This keeps the children from learning the answers to the questions they might have in their minds. This can be a great flaw of shifting the duty of sexual education from teachers to the parents. It will leave the children only half or less educated about the issue and as they say “Little knowledge is a dangerous thing”, this might end up in grave situations.

According to research, most of the parents also feel uneasy because they know that they are not equipped to provide the apt sexual information to their children. They also fail to comprehend what details and information should be concealed and what should be revealed, keeping in mind their children’s age. On the other hand, there might also be parents who would feel comfortable talking to their children about sexual matters, but only when the children bring the matter up.

Most parents, around the world, may also lack role models to look up to as they would not have talked over sexual issues with their own parents in their adolescent. This makes them inefficient to trigger their roles of educating their children in an effective way as the assigned teachers are able to do in schools.

Sex education is not limited to only a single branch of knowledge. This education focuses on a number of significant sexual matters that are offered with especially designed courses and programs. Sex education covers the education of relationships, sexual abstinence at a certain level and teaching to practice safe sex to the level of children who are thought to be sexually active. Therefore, its claim for being appropriate and guiding holds strong base.

At a certain age of adolescence, growing children have problems facing relationships and controlling their personal emotions. Conflicts related to such matters persuade many youngsters to commit suicides or take part in other immoral activities. Proper sex education in schools also concentrates in making the youngsters emotionally stronger and in educating ways to cope with relationship problems. This argument strongly shows the immense benefit of sex education in schools.

Sex education is an important health strategy and this cannot be denied. AIDS and other sexually transmitted diseases can only be controlled if people are aware of precautions and have a vast knowledge in this case. This knowledge is conveyed through sex education, and if sex education is banned in schools and if parents have to educate their children, then it would not be as beneficial to the individuals and the society on the whole as teaching in school could be.

Sex education does not exist in all parts of the world. Asians are commonly regarded conservative when compared to westerners. It is not a part of their course in schools; this does not in any way mean that their teenage pregnancy rate is any lower if they are not exposed to sexual matters openly. In fact, this is one way how peers can mislead most of the youngsters and persuade them to bask in young age sexual relationships without any attempts for safety. This has resulted in serious problems such as the spread of fatal diseases like AIDS and has also increased rate of illegitimate births.

Researches have shown that the cause for ramification of STDs (sexually transmitted diseases) in the eras of 80s and 90s in the US and the UK is the lack of knowledge and information provided about sex in schools or home. Home and family has never and will never play an integral part in conveying sex education to teenagers, therefore to rely on the option of home, is to deceive your own self from the expected exigency in the future.

Some conservative groups assert that to discuss sexual issues openly is to devalue religion. No religion in the world abstain its followers from spreading the information that is so essential for human lives. Sexual behavior is natural and takes place through biological changes and this cannot be questioned as this is a part of human life. Thus people who take refuge under the religious shelter, to make their arguments strong, are misinterpreting religious ideas and laws.

Modern time is the time of internet and powerful media. Teenagers are exposed to Hollywood, TV and internet. These sources offer demonstration of sex which is highly thoughtless and casual; in this situation it is almost illogical to leave the teenagers on their sexual choices. They are young and fully excited; therefore they can not make a favorable choice. Sex education in school offers the information and knowledge they need to understand to know the responsibility that is accompanied by sexual relationships. The teacher in school helps the students to know the difference between a thoughtless and thoughtful sex. Having an urge for sex is not a problem; it is a natural process showing that the young people are developing to become adults; however the problem is having unsafe sex and hurting people through sexual choices.

People who claim that sex education in schools have more cons than pros, often come up with the statements suggesting that sex education in classroom should be avoided because the most effective tool for offering sex education, according to them is TV, films, magazines and media. Such people fail to understand that trained sex educators under especially designed programs teach sex education to children in schools. They are thus able to handle children’s problems and clear their ambiguities in the best possible way, whereas magazines, films, TV and other channels and mediums of providing sex education are be reliable. They are most of the times urging the young people by encouraging their sexual promiscuity rather than effectively teaching and educating them. This wrong approach damages the society and the individuals in disguise of ameliorating them.

People contradicting the notion insist that sex education always makes the learners have sex and experience it personally, once they learn about it in school. The reality is that sexual urge for any human being is a natural occurrence. When children reach to a certain age, whether they find people to educated them about sex or not, they do have natural instincts about it, and therefore if provided a chance they would surely want to satisfy their urge. This natural reaction can not in any way be related to the outcome of sex education in schools. In fact, the best time for letting sex education play its role is when the sexual urge increases and the teenagers want to find a source for its satisfaction. It offers individuals with the required knowledge so that they are careful. It is only then that they understand the consequences of sex leading to child birth as well as sexually transmitted diseases. Thus sex education is basically a warning and a caution for such children who are stepping into the phase of life where they would need to know all this.

Some people who go against the topic also argue that even though sex education exists, it has still not decreased the rate of teenage pregnancies. I would rather not go deep in to the moral issue of the topic, but it is important here to discuss and point out the shortcomings of our society. Social values that insist that being single, pregnant and teenagers is fine, is what has to be changed. Through educating the children and making them aware that it is just not ‘cool’ to be pregnant when single or teenager, and just because ‘others are also doing it’ does not in any way justify their actions, this change can be achieved. There are many sexual education programs that teach the learners about the grave consequences that can result in having early sex. This type of sex education in schools is helpful and makes the learners responsible and mature enough to understand the difference between morality and immorality.

People, who are against the notion, repeatedly state the question that why sex education is given so much importance when there are also many other issues connected with juvenile delinquencies such as drugs, drinking and aggressive bullying. No doubt, there are also many other issues to consider important enough to be taught in school for awareness but psychological researches show that behind most of the juvenile behavioral problems, one main reason is always the active sexual urge which drives the young people to indulge themselves in harmful activities like drug abuse and alcoholism. It is also commonly observed that young teenagers who indulge into such activities are unaware of proper sex education. Once they are given a true picture of sex and its consequences their mental status relaxes and they are easily able to cope with other social taboos.

Parents, who believe that sex education pollutes the minds of their children, have in large number taken their children out of schools promoting sex education. In this process of instilling in their minds their religious and family values, they forget that the media, their children are largely exposed to can also lead them astray. Sex education in schools does not in any way offers them an invitation to have open sex by making them aware of the risks; it just educates them about the matter in the best way.

Apart from educating the students about safe sex, sex education in schools is also helpful as it helps students to learn proper terminology for reproductive system, STDs and birth contraceptives rather than the street lingo that is commonly used by laymen. Sex education classes are gender based and that is why the young learners are not embarrassed and are only taught what is related to their gender. Early inclusion of classes also helps the teenagers to either become abstinent for some time or to become responsible if they are already active. Therefore, many sexual problems that occur in adulthood can be controlled if effective and apt sex education is given at the right time.

A proper sex education which is holistic, nonjudgmental and comprehensive never misleads or misguides the teenagers. Such a curriculum should be imposed in all schools around the nation; it is an answer to many social problems and conflicts. Would any parent leave their kindergarten kids to walk alone on the streets without letting them know how to walk safely? No parent would actually do that, in the same way, letting your teenager children socialize with their peers and fellows without any proper sexual education is nothing contrary to the analogy mentioned above. It is hazardous and risky for their lives. Thus, proper sex education in schools should be encouraged so that they learn all the significant facts through trained teachers, who help and supports them in these matters of highly crucial value. Sex education should be taken as a positive aspect which promises healthier and better life for the youngsters. It therefore should be taken as a subject taught in schools to enhance knowledge on the subject matter; something merely as human anatomy or biology class. Sex education should be given in all schools to educate the children for their betterment, avoiding it will only result in emotional, social and health problems.


Source by Amna Tariq Shah

Treasure the Early Years! Don’t Rush Into Education

When I read about those overzealous parents scribbling their unborn child’s name onto a waiting list for that “hot new preschool” it bugs the heck out of me. Now I know that these parents have only the best intentions, after all, they’re trying to get an early start on ensuring a top of the line education for their child. What’s wrong with that?

Quite a few things actually.

#1 – Your child is not a product, nor a hot new trend to show off as of ____enter scheduled cesarean date here____

#2 – Education IS important, but getting him into “the best of the best school” is not the sole purpose of your child’s existence

#3 – How can you predict what may happen or where you’ll even be three or four years from now?

#4 – You’re already putting high expectations on your child and she’s not even born

I could go on but you get the idea. The point I’m trying to make is that you should not rush your child into a formal type of education while they are still very young. I believe that three years old is a ridiculous age for preschool. Is the ABC’s really more important than exposing your child to your full attention, your love, guidance and life lessons? What is your child going to learn at circle time at the age of three that you can’t show him at home?

If it’s the socialization issue here’s a little tip. At three years old a child is moving from parallel play, or playing “beside” other children with no real interest in interaction, to associative play, or seeking out other children to play with. Engaging and actively playing with other children doesn’t really kick in until around four years of age. If play dates are your preference, schedule a play date once or twice a week, let your child play with the other children at the park, take your child to story time at the library. There are so many different options for exposing your child to other children. Preschool at three years old is just too young. There are no real lessons that your child can learn, or any life skills he will pick up by starting a method of traditional education so early in life. Intelligence is not a race to the finish line. You shouldn’t rush into early enrollment or unboxing that curriculum because you’re afraid that your child will “fall behind.”

That goes for us homeschoolers as well. Holding up flashcards in front of those angel eyes and trying to master motor skills with lesson plans are not beneficial for such a young child. Why do you want to rush through these beautiful years of discovery? Bonding, guidance, praise and security are all your little one needs to develop the essential skills that every child masters at the young stages. Baby Einstein isn’t necessary to grow and connect those neurons, a simple story and a walk through the park will do more for your child than “A-A-An-Annn-Ann-t-t-t-ANT!”

Young children need so much help with understanding and learning how to handle all those feelings that swarm throughout their bodies every minute of the day. Parents are the safest and most qualified individuals to help young children understand their feelings. Your child feels safer and more trust with you than they’ll ever feel with a teacher, daycare provider or peers. It’s critical for children to develop a sense of empathy and to learn how to handle those intense feelings that they can’t control while young. Spending the early years shaping those feelings, manners and morals that you want your child to have is more important than the ABC’s and 1 2 3’s. When your child becomes frustrated with something he doesn’t quite understand, would you rather he throws a huge tantrum, screaming about how he can’t do it, or would you rather he approaches you calmly and politely ask for help in solving this problem he can’t figure out by himself? By forcing your child to focus solely on drills, memorization and exposure to “a normal educational setting” you’re losing critical moments of emotional growth and understanding.

If you really want your young child to learn the basics, here’s something you can do from the comfort of your own home!

When it comes to the alphabet, colors, letters and numbers, matching games are the easiest and most fun introduction. I did this with my daughter when she was around two years old and didn’t try to force anything or rush her into learning anything. I just gave her these sets a few nights a week, matched everything myself while she watched and then cleared the board and watched as she tried to figure it out. Over a couple of weeks, she started figuring it out and began matching the cutout letters onto the sheet of letters perfectly. The same with the colors and numbers. Before my daughter was four years old she knew all her letters, colors and numbers up to twenty.

We should never forget that children need our love and attention. Schools and flash cards can’t replace that special bond parents have with their children. Rushing into education is never a good idea. You’re only given so many years of those joyful baby and toddler years. Treasure and cherish these moments because once they’re gone you can’t get them back. With plenty of love, encouragement, motivation and most importantly, your attention and praise, your child will have no trouble learning everything he needs to know to be just as “smart” as those elite academy preschoolers who has parents more obsessed with status and labels than the pure joy and satisfaction that come from simply enjoying every moment of those early years.

Children don’t need fancy schools with professors at the head of the room. They just need their parents, plenty of hugs, kisses, attention and guidance to get a head start on life. Nothing more, nothing less.

What early educational activities have you used with your child? I’d love to hear about it below!


Source by Courtney M Jones

"I Am a Control Freak" – There, I Said It

Wow, I have been teaching for almost thirty two years and it took me this long to figure it out. I am a control freak. There, I said it. Now it is time to move on.

Recently I was involved in the School Improvement plan at my school. We were doing research on some of our student, parent, and teacher surveys. It suddenly occurred to me that students are easily understood. We do not have to do a survey on students to find out the two biggest problems in school according to students. In every school that either has uniforms or a dress code, students will always see dress code as the number one problem and school lunches as the second biggest problem.

It was my next thought that changed my way of thinking. I began to wonder if teachers were just as predictable. If you asked teachers what the biggest problem was in their school, what would they say? My greatest hope would be that teachers would be most concerned with how much students were learning. Certainly that was my first thought. But, when I read the results of the survey I found that 83 percent of the teachers in my school thought that student behavior was the number one problem.

What alarmed me was the fact that I understood kids. I predicted easily what they would perceive as the biggest problems in school. I did not understand myself. I did not know that I was a control freak. I might be over reacting just a little, but it is true. Think about it. What are we doing? Most of the time we put students in straight lines in straight rows and expect them to keep their mouths shut for almost an hour, unless they get permission from none other than the King control freak.

I know what your are thinking about now. You are thinking that without order no one will be able to learn. Certainly there are times when students do need to respect their peers and take turns speaking. The big question is… do we spend too much time controlling each and every one of their behaviors? And If you believe that we are…. what can we do about it?

First we must design models of teaching that enable the students to move around more often and communicate much more with their peers. No! I do not mean collaborative groups where the students merely focus on the concepts and Ideas that the teacher designed. While there is definitely time for these types of exercises, we need to have many learning experiences where the students are given the liberty to use their own creativity in exhibiting the concepts and standards that are to be met on a given day.

If you still do not see teachers as control freaks… let me share a quick story with you. Yesterday I was in a teachers meeting and we were tasked with the job of coming up with a criteria for Student of the Month.

Once again my first thoughts for criteria included some positive signs of academic progress, or even citizenship. Do you think that that was the first thought of my colleagues? I could barely believe my ears. They started making a list of the behaviors that they did not want in the Student of the Month.

After listening for about twenty minutes I could stand it no longer and I brought it to their attention that all we need to do is nominate someone each month and then take a vote.

We are not policeman and our main objective is not to teach them what not to do! We need to guide students through the discovery of creative and innovative ideas and concepts, while engaging the students in their own education.

If you are one of the thousands of control freaks like me, I suggest that you admit it, forget it and move on to a more productive way of teaching. I ceased to control every move that my students make and they are learning more while enjoying their new freedom. We now affectionately call me the reformed Control Freak while they are called the Over Achievers.


Source by Bob Roach

The Importance of Learning About Shapes For Preschoolers

Even babies can recognize the difference between a circle and square, using their sight and sense of touch to distinguish between them. However, learning the names of the different shapes is not an inborn ability, but it is a necessary step in your preschooler’s education. Children need to learn the names of shapes so that they can identify them verbally and in writing and compare the various shapes and how they are used. These are basic skills that they will use for the rest of their lives.

Learning shapes helps your child identify objects as well as letters. Letters are made up of circles, triangles and lines – think of the circles in b, d, g, p, q, or the parts of a triangle found in k, v and w. Drawing the curved lines of a circle or oval shape helps your child to write letters such as f, u, m, n, j, and the lines in squares helps your child to write i, l, k, p, q and so on. Often, recognizing the shapes in the letters helps a child to recognize the letter too, important for developing reading skills.

Drawing shapes is also the first step in learning how to draw. Almost anything can be broken down into shapes, such as a house, a cat, a book, a ball – they can all be drawn with simple shapes. This makes it easier for your child to progress from stick drawings to more detailed artworks – and if they have talent, they will use shapes to draw and paint in the future as well.

Shapes are extremely important in basic and more advanced math. Most adults will immediately think of geometry, but shape patterns and spatial perception help your child to develop sequencing and logic skills that they will use later in their school career in subjects like calculus.

We use shapes every day as adults, although we may not realize it. Think about rearranging the lounge furniture, cleaning out the kitchen cupboards or the refrigerator – all done according to the shape of the items in them, and how they will relate to each other. Road signs and markings make extensive use of different shapes, helping us to recognize them before we can actually read them.

Learning about shapes includes learning about 2 dimensional and 3 dimensional shapes. A sphere, or ball, is a 3D circle, and has specific properties, such as the ability to roll, that some other shapes do not have. This is true of all shapes, and your child will be able to make this progression if his or her basic grounding is good.

For kindergarten, children are expected to know the basic shapes, recognize them and identify how they form part of other items. They may also be expected to be able to draw the shapes – not perfectly, but certainly recognizably. There are many ways to encourage and help your child to learn about shapes.

Because shapes are all around us, it is easy to play ‘Find the Shape’ at home, in the car, in the store and elsewhere. Select one shape at a time to concentrate on, rather than trying to find all the different shapes.

A good set of worksheets for preschool will help your child recognize different shapes, see how they form part of other objects, and help them learn how to draw them. Drawing shapes is the precursor to learning how to write, and a good set of worksheets should take you step-by-step through this process until your child is drawing shapes on their own, free hand. Look out for worksheets that combine learning shapes with the use of different colors, as this is particularly effective in reinforcing the shape names.


Source by Elizabeth C Allan

Preschool Graduation Ceremonies – Themes and Ideas

The Montessori system of education requires that students are treated as individuals from the inception of their education up to the end of their formal education. There is recognition that each will have their own needs and wants and barriers to achieving all they want to achieve. This article will specifically look at the Montessori system for pre-k education with a specific theme of how the preschool graduation ceremony can be used to celebrate the individuality of the student.

Initially you will need to ask the child what they want for their preschool graduation ceremony. Obviously they will want to have their friends with them and they may even invite specific members of the family to celebrate with the group. At the school itself, there will be other preschoolers who are graduating as well so it might be that the child will want to join them or go to their parties after the graduation ceremony. Asking a child what they want for the graduation ceremony is a great way of keeping them involved and making them feel that they own the graduation ceremony. Since the Montessori system accepts that individuality should be respected, it then falls on the community to ensure that the graduation ceremony is as individual to that as is possible in the give circumstances.

The family will have a role to play in terms of their culture and beliefs during the preschool graduation party. The aim of parents is to provide the best possible opportunities and start in life based on the belief systems that they hold. It is sometimes even instinctive that the graduate’s parents will try to include their own view of life onto the event. This is normal family life and it should not surprise the organizers that the parents may for instance want a religious theme party. Some families who come from ethnic minority backgrounds will want to have a theme that hacks back to their own traditions in the original homeland.

Above all, graduation parties are about enjoyment and celebration. The themes and ideas that are being used for the graduation must reflect this at every stage. It is no good creating a system of parties with military precision yet the people who are at the party are not enjoying themselves. The first duty is to let the people enjoy themselves. It is also important to remember that we are talking about toddlers and pre-school children which means that there is some limited scope for including adult themes. The preschool graduation party is about the children and the themes should be about children.

There are plenty of ideas to use as themes for pre-school graduation ceremonies under the Montessori education system. I looked at the themes of pirates, although this might offend the sensitivities of some parents. I also looked at the theme of snakes and ladders. Then for the religious minded parents, you can have a biblical story. For those that like the exotic, you might have a tropical safari type of theme. All these are just ideas that can be developed depending on the tastes and preferences of both the parents and the children at the time.


Source by Karly Potter

Stages of Artistic Development in Preschoolers and Toddlers

Art is an important aspect of learning in early childhood education and must be carefully designed to enhance their artistic development and nurture an appreciation for beauty in their world. Art enriches the lives of all preschoolers and toddlers as it provides experiences for them in finding meaning about themselves and the world around them.

“From the moment the child discovers what it looks like and feels like to put lines down on paper, he has found something he will never lose, he has found art” – R. Kellogg 1969.

Rhoda Kellogg has studied 100,000 young children’s drawings drawn with pencil, pen, crayon or brush and this extensive study has helped significantly in our understanding of children’s artistic development. She was particularly interested in the scribbles of young children and she discovered that children progress from making scribbles to drawing pictures by using a built-in, spontaneous method of self-teaching and would continue until the children were 5 years old and only in the later stages of development that children’s artwork can be coached and guided by an adult.

Kellogg also identified various symbols that have been drawn by children across various cultures. The mandala design which is a simple circle or square divided by intersecting lines is produced by children in different parts of the world. Kellogg also discovered that preschoolers and toddlers unlike older children are not concerned about their art pieces looking nice or resembling real things but they move their hands to express a feeling that comes from within them and are delighted in the movement and scribbles they produce. With this knowledge in mind, it is important not to force them to look at physical objects and try to copy it but allow them to experiment, create in their own unique way thus providing them an opportunity to express their own ideas and feelings.

The artistic developmental stages are the scribble stage, basic form stage and the pictorial stage. Although there is a predictable pattern to their development, preschoolers and toddlers move through the levels in different ways and at their own pace. These stages can assist parents or teachers as they work with young children and provide guidelines for planning for a specific group of children.

Kellogg’s developmental stages

1. Scribble stage

These are the earliest drawings of young children. They are simple and random markings, made for the pleasure of drawing scribbles. During this stage, the young children have no concern in trying to draw to represent anything but rather are enjoying the process of making scribbles on the paper.

2. Basic form stage

Children begin to draw simple lines and shapes. Kellogg identified several universal symbols that children use around the world. These include the mandala, sun, ladders, spirals, wavy lines and rainbows. These symbols were being used to communicate and were the beginnings of writing. Children in this stage continue to draw for pleasure.

3. Pictorial stage

During this stage, children use the shapes from stage 2 to draw symbolic representations of real people and things such as houses, tress and windows. They begin to identify their drawings, tell related stories and expand their drawings to include new meanings and understanding.

Positive and appropriate nurture of preschoolers and toddlers beginning artistic efforts can provide a strong foundation for later development and enjoyment of artistic experiences.


Source by Maegan Wong