Writes Hera, Content writer
Headline Diplomat eMagazine, LUDCI.eu
The international technical guidance provided by the World Health Organisation (WHO) regarding “sexuality education” for young children has been strongly criticized, and there are calls for its withdrawal.
The comprehensive report, aimed at European policy makers, proposes that children under four should be supported in their curiosity about sexuality and encouraged to explore various gender identities. Furthermore, it supports providing information to children in this age group about the enjoyment and pleasure of touching one’s body, commonly referred to as early childhood masturbation.
WHO International Technical Guidance On Sexuality Education
In the “International technical guidance on sexuality education,” WHO and UN advocate implementing “comprehensive sex education” to equip children and young people with the necessary skills, knowledge, values, and attitudes to foster healthy and respectful social and sexual relationships. According to these guidelines, educators are advised to include discussions on topics such as masturbation, beginning at the age of nine.
The World Health Organization’s “Standards for Sexuality Education in Europe” provide even more explicit instructions, beginning at a younger age. For example, it suggests that educators should familiarize children between the ages of zero and four with the ideas of “finding joy and pleasure in exploring their own bodies” and “early exploration of self.”
According to the WHO guidelines, children between the ages of six and nine should learn about “Sex in the media (including the Internet). “Additionally, WHO recommends that educators empower children between the ages of nine and twelve to “thoughtfully consider whether to engage in sexual experiences or abstain from them.” This recommendation wrongly implies that children at such a young age can provide consent for sexual activities.
Outburst Over WHO’s Sex Education
The media has recently focused on the document after Laura Anne Jones, the Tory shadow minister for education in Wales, made remarks about it. Jones has urged the World Health Organization (WHO) to retract their guidance on sex education promptly and has called upon the Welsh government to dissociate themselves from what she considers to be “disturbing” advice. She emphasized the need to cease the promotion of harmful gender ideology in sex education across Wales and the United Kingdom.
Responding to these concerns, a Welsh government spokesperson clarified that they do not endorse the WHO guidance and outlined that the Relationship and Sex Education (RSE) Code clearly defines the content taught in schools, ensuring appropriateness based on age and development. The spokesperson highlighted that children are taught about kindness and empathy towards one another at a younger age.
Tanya Carter, representing the advocacy group “Safe School Alliance,” has also urged for an urgent inquiry into a potential connection between the sexual education curriculum in the United Kingdom and the guidance issued by WHO.
Recently, Dutch journalist and author David Sorensen published an exposé where he contends that organizations like the WHO, the Bill & Melinda Gates Foundation, Planned Parenthood, and the United Nations (UN) are employing modern sexual education to sexualize children and normalize pedophilia.
Speaking on the Truth for Health podcast hosted by Dr. Elizabeth Lee Vliet, Sorensen explained that he had spent several months gathering evidence to unequivocally demonstrate that these organizations are working worldwide to assume complete control over education in kindergartens and elementary schools. According to Sorensen, these organizations not only aim to sexualize young children but also aim to undermine their innate protective mechanisms, making them highly susceptible to sexual predators in any location.
“They explicitly claim that every child, regardless of age, is a sexual being right from birth,” he further commented. “They even argue that engaging in sexual activity is a fundamental human right.” Consequently, they assert that every child needs sexual partners and that schools should provide guidance for engaging in sexual interactions as early as possible.
The World Health Organization (WHO) Should Possess Greater Awareness And Understanding
MP John Hayes criticized the World Health Organization, stating they should be more mindful of children’s sensitivities and parental concerns. He emphasized childhood as a time of innocence, imagination, fairy tales, play, and joy. According to him, many people involved in this guidance have a distorted understanding of childhood, which is actually much simpler than they claim.
The WHO document presents three models of sexual education: types 1, 2 and 3. These models range from an “abstinence-only” approach to promoting “sexual growth and development” among children. The document supports the most liberal approach, referred to as “holistic sexuality education,” as it aims to provide “scientifically correct” and “unbiased” information on all aspects of sexuality.
On the contrary, the document depicts the “abstinence-only” approach, which is considered the most conservative model, as ineffective in promoting positive sexual behavior and reducing the risk of teenage pregnancy.
Approaching sexual education with care and responsibility
Childhood education should prioritize innocence, imagination, fairy tales, play, and joy because these elements are fundamental to a child’s holistic development and well-being. By nurturing their innocence, we create a safe and nurturing environment where children can freely explore and learn without fear or judgment. Imagination allows children to think creatively, problem-solve, and develop critical thinking skills. Fairy tales provide moral lessons, ignite curiosity, and encourage empathy and understanding. Play is essential for physical, cognitive, and social development, fostering creativity, collaboration, and resilience. Lastly, joy creates a positive emotional foundation, enhancing motivation, engagement, and lifelong love for learning. Together, these aspects cultivate a rich and fulfilling educational experience that supports children’s growth and prepares them for a successful future.
There are several reasons why it is important to approach sexual development education with care and age-appropriate content:
- Emotional Readiness: Children may not be emotionally prepared to process complex information about sexual development at an early age. Introducing such topics prematurely can lead to confusion, anxiety, or inappropriate behavior.
- Cognitive Development: Children’s cognitive abilities and understanding of abstract concepts develop gradually. Introducing sexual development too early may exceed their cognitive capabilities, making it difficult for them to grasp the full context and implications.
- Privacy and Boundaries: Early exposure to explicit information about sexual development can blur the boundaries of appropriate behavior, potentially leading to misunderstandings, inappropriate curiosity, or boundary violations.
- Cultural and Moral Values: Families and communities often have different cultural and moral values regarding when and how sexual development should be addressed. Early exposure without considering these values can create conflicts and discomfort.
- Professional Guidance: Delivering accurate and age-appropriate sexual development education requires trained professionals who can navigate sensitive topics, provide accurate information, and address questions or concerns in an appropriate manner.
By considering these issues and approaching sexual development education thoughtfully and in accordance with children’s developmental stages, we can ensure that children receive the necessary knowledge and skills in a manner that is safe, respectful, and supportive of their overall well-being.
Using sexual education as the means to manipulate the early consent of children is a serious crime that involves coercion, exploitation, and abuse, which should never be associated with proper sexual education. It is crucial to ensure that sexual education does not push consent and emphasize respect, boundaries, and the importance of personal agency.
It is the responsibility of educators, parents, and caregivers to provide guidance and support to children as they navigate their understanding of consent, ensuring it aligns with their age, maturity, and developmental stage. By fostering open communication, promoting healthy relationships, and teaching respect for boundaries, we can empower children to make safe and informed choices as they mature and not necessarily before they reach the age of 16.
Featured photo: YIMING TANG: https://www.pexels.com/el-gr/photo/16327014/
