Exploring Factors Influencing Pre-Service Teachers’ Knowledge and Attitudes Regarding Early Childhood Sexuality Education in China

Abstract

Although sexuality education is widely recognized for its role in individual and societal well-being, it remains
controversial in many Asian cultures, including China. Particularly at the early childhood stage, no common
understanding of sexuality education has yet emerged, necessitating a systematic exploration of how to facilitate the
implementation of age-appropriate sexuality education at this stage. This quantitative study surveyed 458 Chinese preservice
teachers to investigate the influencing factors of pre-service teachers’ knowledge and attitudes toward early
childhood sexuality education. Results indicated that ethnic culture, educational experience of sexuality, and online
media significantly influenced pre-service teachers’ knowledge and attitudes; however, gender showed meaningful
effects on their attitudes but not on their knowledge level. Religion was found with no significant effect on both
dimensions. This study provides insight on the mechanisms of multiple factors acting on pre-service teachers’ perceptions
of children’s sexuality education, which not only enriches the research on pre-service teachers in the field of early
childhood sexuality education but also provides an evidence-based foundation for education policymakers and
administrators, making it a valuable reference for the