Enhancing Teacher Competency in Early Childhood Sexual Education: The Efficacy of the SE-BLOOM Model (Sexual Education-Body Literacy for Optimal Ownership & Morality) Vania Zulfa, Achmad Husen, Uswatun Hasanah
Sekolah Pascasarjana Universitas Negeri Jakarta
Abstract
Early childhood sexual education remains a sensitive yet critical component of holistic development. Teachers play a pivotal role in delivering body literacy and safety education, yet many lack a structured framework to address these topics effectively and morally. This study aims to evaluate the effectiveness of the SE-BLOOM (Sexual Education-Body Literacy for Optimal Ownership & Morality) model in increasing the knowledge and pedagogical readiness of educators. A pre-experimental design using one-group pre-test and post-test was conducted with a sample of 30 early childhood teachers. The intervention consisted of intensive training sessions utilizing the SE-BLOOM framework, which integrates body ownership, literacy, and moral values. Data were collected via a validated knowledge assessment instrument and analyzed using a paired-sample t-test to determine the significance of the results. The findings indicate a substantial improvement in teacher knowledge following the intervention. The mean post-test scores were significantly higher than the pre-test scores, with statistical analysis confirming a significant increase in understanding regarding body literacy and the implementation of sexual education for young children (p < 0.05). The SE-BLOOM model is an effective tool for empowering teachers to deliver sensitive educational content. By providing a clear, moral-based framework, this model bridges the gap in teacher competency, ensuring a safer and more literate environment for early childhood development.
Keywords: Body Literacy, Early Childhood Education, Teacher Competency, SE-BLOOM, Sexual Education
Topic: Media literacy Ethics Sociology History (MESH) Learning
