This study explored Ontario early childhood educators' (ECEs) experiences and perceptions about the development of sexuality during early childhood. Sixty-four educators completed an online survey with a mix of closed- and open-ended questions; quantitative data were used to provide descriptive statistics and qualitative data were interpreted using thematic analysis. The findings underscore that ECEs observe children expressing typical sexual behaviours in early learning settings. These behaviours include self-touching, those occurring during bathroom routines and play-time, and behaviours influenced from family experiences. Varying perspectives about the purpose of sexuality education in early childhood emerged; ECEs suggested that knowledge of self, families, and being able to answer children's questions should be key areas on which to focus. Participants also discussed concerns regarding childhood sexual development. Primary concerns included parental involvement, questioning the appropriateness of sexuality education in early childhood, and the need for more professional development. Many factors affected ECEs willingness to address the development of sexuality in their practice. When asked about workplace policies that could provide guidance, one-third of ECEs did not know if a policy existed, and a further 54% stated their workplace had no policy. These findings contribute new data on ECE perceptions about preschool sexuality education in a Canadian context. The development of curriculum and policy are suggested as ways to provide systematic guidance and protocols regarding sexual and gender development. Additional training in the area of childhood sexual development is suggested to increase ECEs' knowledge and skills in guiding the development of sexuality in childhood.

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Pre-and post-service sexuality training for Early Childhood Educators (ECEs) is lacking in Canadian and international contexts. The objective of this study was to assess pre-and postservice sexuality education instruction and training needs among an ECE population in Ontario, Canada. Sixty-four participants completed an online survey, which included both closed-and open-ended questions. The survey assessed ECEs': a) perceptions of the quality of addressing sexuality and gender in early learning centres; b) current level of preparation in addressing the development of sexuality; and, c) sexuality training needs. Collectively, participants identified a variety of approaches to sexuality, spoke to themes of inadequate climates to address sexuality education, and the relational characteristics ECEs felt were beneficial for addressing sexuality and gender. Participants (65.6%) recognized the everyday opportunities in which they could engage in discourses of sexuality. Nevertheless, a lack of training to address these domains was notable, with 53.2% reporting inadequate preparation in their current role as an ECE. Findings are discussed in response to a paucity of curriculum documents, which hinders professionals' ability to adopt an emergent approach to address sexuality and gender.