Sex education is learning that can be given to children from an early age. The goal is for children have complete knowledge about the anatomy of their bodies related to sex. Children will know what to do and not do to their body. The mistreatment of their body is feared to cause deviant behavior. Sex education should be given according to the development of their age. Conducting sex education for elementary school students is very important so that they do not get information from media that is freely accessible. As a result of incorrect access to sex information from the media, students can fall into pornography. Children who are addicted to pornography, in turn, can plunge children into porn action. Not impossible, children who are addicted to pornography patronize to brothels. Providing knowledge about the history of prostitution for elementary school teachers is needed so that they are wise in providing sex education for their students. Being a prostitute with the predicate of graduating from elementary school has a different value than prostitutes with an elite class. How sad it is for prostitutes with low levels of education.

Examines the issue of sex education in schools.

Three decades into the HIV pandemic, the goals remain clear: reduce the number of infections,improve the health outcomes of those who are infected, and eliminate disparities in care. And one observation continues to gain credence: families are a powerful resource in preventing, adapting to, and coping with HIV. Recognizing their complex role as educators, mentors, and caregivers, Family and HIV/AIDS assembles a wealth of findings from successful prevention and intervention strategies and provides models for translating evidence into effective real-world practice. Chapters spotlight the differing roles of mothers and fathers in prevention efforts, clarify the need for family/community collaborations, and examine core issues of culture,ethnicity, gender, and diagnosis (e.g., minority families, adolescents with psychological disorders). Throughout, risk reduction and health promotion are shown as a viable public health strategy A reference with considerable utility across the health, mental health, and related disciplines,Family and HIV/AIDS will be a go-to resource for practitioners working with families, researchers studying at-risk populations, administrators seeking to create new (or evaluate existing)prevention and care programs, and policymakers involved in funding such programs.

This is the first book to provide a multidisciplinary and global overview of evidence-based sexuality education (SE) programs and practices. Readers are introduced to the fundamentals of creating effective programs to prepare them to design new or implement existing programs that promote healthy sexual attitudes and relationships. Noted contributors from various disciplines critically evaluate evidence –based programs from around the globe and through the lifespan. Examples and discussion questions encourage application of the material. Guidance for those who wish to design, implement, and evaluate SE programs in various social contexts is provided. Each chapter follows a consistent structure so readers can easily compare programs: Learning Goals; Introduction; Conclusion; Key Points; Discussion Questions; and Additional Resources. The editor taught human sexuality and family life education courses for years. This book reviews the key information that his students needed to become competent professionals. Highlights of the book’s coverage include: Interdisciplinary, comprehensive summary of evidence-based SE programs in one volume. Prepares readers for professional practice as a Certified Family Life Educator (CFLE) or sex educator by highlighting the fundamentals of developing and implementing SE programs. Exposes readers to evidence-based SE programs from various social contexts including families, schools, communities, and religious institutions. Considers the developmental context of SE across the lifespan along with programs for LGBT individuals and persons with disabilities. Critically reviews SE programs from around the world including the US, Europe, Asia, Africa, Latin America, and other developing countries. The book opens with an historical overview. Part I focus on general frameworks of sexuality education including UNESCO’s International Technical Guidelines. How to develop, deliver, and implement evidence based SE programs, including ethical concerns, are explored in Part II. Part III exposes readers to evidence-based programs in various social contexts--families, schools, communities, and religious institutions. Part IV considers the developmental context of SE from early childhood through adolescence and adulthood along with programs for LGBT individuals and persons with disabilities. Part V examines diverse global contexts from the US, Latin America, Europe, Asia, Africa, and other developing countries. The book concludes with future trends and directions. Ideal for graduate or advanced undergraduate courses in sex education, sexual health, human sexuality, sex or marriage counseling, intimate relationships, family life education, or home, school, and community services taught in human development and family studies, psychology, social work, health education, nursing, education, and religion, and in seminaries and family clinics, the book also serves as a resource for practitioners, counselors, researchers, clergy members, and policy makers interested in evidence based SE programs, or those seeking to become CFLEs or sexuality educators.

The purpose of this study was to examine the preferences of parents of elementary school aged children regarding when sexual health education topics identified by the National Sexuality Education Standards and the National Health Education Standards should be taught in school. More specifically, a focal point of this scientific inquiry was to determine if parents of elementary school aged children agree with the new National Sexuality Education Standards that are recommended in the K-5th grade level. Other factors that were examined included: benefits and barriers of teaching sexual health in schools as well as who should make the final decision on what sexual health topics are taught in schools. A developed questionnaire was mailed to a random sample of 800 parents who have elementary school aged children (5-12 years old) across the United States. Of those 800, 630 met the requirement of having an elementary aged child. One hundred and fifty three surveys were returned over a 3-wave mailing process, for a response rate of 24% (153/630). Of the parents who responded to the demographic questions, just over half were female (58%), the majority were white (86%), their child attended public school (82%), and lived with both birth parents (78%). A majority (92%) of the parents surveyed believed that age-appropriate sex education should be taught in schools. Of those that responded yes to age appropriate sexuality education, 48% of parents believed sex education should begin being taught in 6-8th grade followed by 42% that believed it should be taught in k-5th grade. The majority (57-90%) of parents were supportive of six of the thirteen content topics being taught in elementary school. Those six topics included: bullying prevention (90%), friendship (86%), healthy relationships (75%), proper names for body parts (64%), different kinds of families (58%), and sexual abuse prevention (57%). The top two barriers to teaching sex education in elementary school cited by the parents was that parents did not want it taught in schools (80%) and that teachers are not at ease teaching it (48%). An ANOVA analysis showed that there was a significant difference based on perceived number of barriers and the type of school their child attended (public, private, home school). Additional ANOVA analyses revealed that there were significant differences between the number of benefits perceived and several demographic variables such as parent gender, political party affiliation, type of school the child attended, and the amount of time the child spent attending faith based services. The results from this study indicated that these parents are in support of sexual health education being implemented in the schools. Assessing parents` thoughts and beliefs may increase the likelihood of providing developmentally appropriate sexual health education in elementary schools.