As transgender activists like Planned Parenthood, the Human Rights Campaign Foundation, GLSEN, Gender Spectrum, and others push more and more radical sexualization indoctrination on younger and younger children, it’s imperative that parents and other decision-makers about children’s education understand what appropriate sexual development really looks like.
The chart below describes what has long been understood by educators, psychologists, and physicians as normal sexual development throughout childhood. It also reveals what the Sexuality Education & Information Council of the United States (SIECUS) teaches via its “Comprehensive Sex Education” (CSE) guide, and what sorts of materials and curricula this genre of family life education utilizes. SIECUS funds and manages the Future of Sex Education project, whose National Sexuality Education Standards and National Teacher Preparation Standards influence policy-makers and educators alike.
You may notice a stark discrepancy between children’s developmental stages and the material to which this radical ideology exposes them.
Every teacher candidate must take an Introduction to Educational Psychology class, which includes training on cognitive development. It seems many teachers, administrators, and policymakers in public schools today either missed that lecture or have forgotten the very basics of child development.
Children develop fairly predictably. Until puberty, most children have no interest in sexual intercourse or sex play at all. The first question that most children ask regarding sex is, “Where do babies come from?” The age at which a child voices this question can differ depending upon what the child sees happening around him. In the very young years a child might ask his pregnant mother or her friend, “How did the baby get in there?” and “How will the baby get out?” Older elementary children will be curious about the mechanism by which a new life is conceived.
But unless a child has been introduced to sex or sexual activities earlier than puberty, he or she is very unlikely to be interested in, thinking about, or experimenting with sex. If a child is exhibiting self-knowledge, knowledge of others, relationship behaviors, or interests and questions that are not typical for his or her age, that may be an indicator that the child has been introduced to sexual topics and/or behaviors that are inappropriate for his or her developmental stage.
Ages 0-3
In infancy and toddlerhood children absorb information like little sponges. Language development is the primary activity of these years. Very young children want to know the names of their body parts, and as they approach potty-training age they are (often humorously) fascinated with words and concepts around “pee” and “poop”. Before they are a year old babies also develop object permanence, wherein they recognize that things do not cease to exist just because one can’t see them (e.g., “Mother doesn’t disappear forever when she leaves the room for a moment”).
In terms of cognitive development children move from the sensorimotor stage, wherein they learn about their environment from interacting physically with it (touching, smelling, putting objects in the mouth), to the subsequent preoperational stage. Between two to roughly four years of age children begin to conceptualize abstract concepts such as past and future. They develop more complex language and are able to classify objects according to their features, such as putting all the blue shapes in a pile, and then re-sorting them by putting all the triangles in one pile and all the circles in another.
The Drag Queen Story Hour program seeks to capitalize on young children’s porous minds to introduce sexuality in a way that promotes early sexual interest and activity. When children are just beginning to learn the names of body parts, and which body parts (theirs and others’) are acceptable to touch, drag queens cross barriers, sometimes encouraging small children to sit on their laps and to lie on top of them on the floor. At a time when children haven’t even been introduced to the concept of stranger danger (because their cognitive skills are not yet developed enough to make such judgment calls), they are being taught that strange men dressed like garish women—some of whom are child sex offenders—are safe to play with.
Ages 4-6
Still in the preoperational stage, children begin to explore their worlds and interact more meaningfully with other people in the early elementary years. As they venture away from their homes and the protection of their primary caregivers, they learn what parts of their bodies are okay for others to touch, and which are not. The concepts of “My body belongs to me” and “Your body belongs to you” are evidence of their growing ability to classify things. They still view life with an egocentric (“I’m the center of the world”) perspective, and are generally unable to see things from another person’s perspective.
Introducing books like I Am Jazz and Julian Is a Mermaid, and graphics like the scientifically baseless genderbread person and gender unicorn confuse young children’s ability to sort males and females into discrete and meaningful categories. These abstract concepts, presented at this age, also counter a child’s sense of object permanence by teaching that one’s body has no identifiable sex attributed to it. Children who receive such messages at this age have expressed fear that their sex may spontaneously change overnight, or that their pediatrician may suddenly announce, “I made a mistake!” and assign a them different sex.
Any lesson that leaves children confused, fearful, or questioning what their parents taught them should be considered wholly unacceptable in the early elementary years.
CSE further teaches children this age that, “Touching or rubbing one’s own genitals to feel good is called masturbation.” While some children discover this on their own, it is not a universal or necessary developmental experience, and there is no good reason to teach it unless one intends to stimulate early sexual activity.
Ages 7-12
In the upper elementary years children enter the concrete operational stage of cognitive development, where they begin to exhibit logical, concrete thought processes. They become able to view the world from another person’s perspective, and they become more aware of the larger world around them. Most still cannot think hypothetically or deal in abstract concepts, however. As they approach adolescence their sexual concerns center on how their bodies are growing and changing, and what that means in terms of leaving childhood and entering adulthood. They may see older kids they know beginning to date, and they recognize that intimate relationships like marriage are fundamentally different from friendship relationships.
CSE in these years aims to teach children that any form of sexual activity or expression is not only acceptable, but admirable. It introduces sexual orientation as well as bisexuality, gender identity, abortion, and a surprisingly broad discussion of sexually transmitted diseases. CSE states in their guidelines for this age group that “gay men [and] lesbians can have their own children,” implying that two men or two women can conceive a child together, which is untrue. CSE also teaches children this age that “couples have varied ways to share sexual pleasure with each other” and that “being sexual with another person usually involves more than sexual intercourse.”
Ages 13-15
In the early teenage years children enter the formal operational stage, of cognitive development. This final stage opens up the ability to think abstractly and hypothetically, using symbols to explore intangible concepts like algebra, physics, justice, and truth. Discussions with kids at this age can be a lot of fun, as well as challenging, as they begin to question what they believe about things they’ve learned, to identify consistencies and inconsistencies in others’ (especially their parents’) behavior, and to begin constructing future life maps for themselves.
Comprehensive Sex Education bombards these kids with everything the world has to offer sexually:
Sexual Orientation & Gender Identity information that is heavily weighted toward validation and encouragement of non-heteronormative experiences and viewpoints.
More blatant opposition toward parents and traditional families, as evidenced by statements like, “Some families need to be broken up for the health and safety of the children”, “Two people who live together without being married can have the same commitment and responsibility toward one another as married people”, and “Sometimes the values one learns in society conflict with the values one has learned from family, religion, or culture [and] values should be freely chosen after their alternatives … are considered.”
Masturbation, taught at every level in CSE, is now presented as an option both alone or with a partner for sexual satisfaction.
Sexual behaviors—including at least one hygienically unhealthy one—are catalogued: “kissing, touching, talking, caressing, massaging, and oral, vaginal, or anal intercourse.”
Orgasm, Sexual Fantasies, & Managing HIV Exposure/Prevention During Sex
Ages 16-18
No longer children, these young people are about to embark upon adulthood. At this phase of life a boy or girl is considering questions such as what will be the purpose and vocation of his/her life, will s/he marry or not, have children or not, and what will be the core value system adopted as a lifelong moral compass.
A young person who has been indoctrinated with ten or twelve years of curricula dedicated to his sexual prowess and liberation is likely to behave accordingly. He will consider sex no more than a tool for physical pleasure, and no less than the most significant aspect of a person’s life experience. Nowhere in the CSE Guide does one find the idea—and certainly no encouragement—to view sex as a sacred and intimate expression of love between two people who have committed their lives only to each other.
In these years CSE rounds out a child’s sexual education with:
A plug for (extremely rare) intersex conditions as evidence of gender diversity.
The encouragement to examine one’s genitals with a mirror.
A discussion of surrogacy.
More policy, rights, and “diversity” training on gay, lesbian, and transgender issues in nearly every unit and topical thread (e.g., Human Development, Sexual Behavior, Society & Culture)
Definitions of love which revolve around nothing but feelings and sexual experiences.
More on masturbation again.
Clitoral stimulation and simultaneous orgasm.
Sexual fantasies and the use of pornography (presented in a positive light).
A primer on sexual dysfunctions.
Contraception, including balancing religious/cultural taboos against one’s right to have sex.
A statement that contemporary religions are growing more accepting of alternate sexualities.
In Conclusion:
Despite CSE’s frequent assertions that all viewpoints on sexuality should be respected, the perspective that rejects this kind of radical sexual exploitation is hotly and arrogantly disallowed. Such policy is being pursued all over the United States, as the LGBTQ industry seeks a full and radical reformation of people’s beliefs around and practices of sex.
It behooves every parent to find out exactly what is being taught to children in the public school, and respond accordingly. As Abraham Lincoln warned, “The philosophy of the schoolroom in one generation will be the philosophy of the government in the next.” It is therefore imperative that parents step up and require our school leadership to make policy decisions and choose curricula that are in line with parents’ philosophies rather than the philosophies of a loud minority who benefit from the hyper-sexualization of our children.
Failure to do so represents the abandonment of our children to the sexual mores of the ignorant, conscience-less, and predatory.