Teacher views on sexuality education in kindergarten: What does developmentalism have to do with it?

This article examines kindergarten teachers' views on sexuality education for young learners in a Canadian province, revealing that traditional child development theories—specifically ages-and-stages logics—predominantly shape teachers' perceptions. Teachers generally viewed kindergarten children as "too young" for comprehensive sexuality education, limiting content to basic body awareness, abuse prevention, and superficial diversity topics, and expressed skepticism about the feasibility of implementation due to concerns about parental approval and the need for specialized resources. The study highlights how these developmental assumptions restrict young children's access to comprehensive sexuality education and recommends a theoretical shift in early childhood education policies and teacher training away from rigid developmental frameworks, alongside collaborative program development involving children and families to better support quality sexuality education in kindergarten.