Abstract:
This study aimed at unravelling and comprehending teachers’ perceptions on the teaching of comprehensive
sexuality education (CSE) in early grades. The study opted for a qualitative case study design in an interpretive
paradigm, with semi-structured interviews and document analysis as data-gathering instruments. Ten primary
school teachers responsible for early childhood development were selected through purposive sampling. The
collected data were analysed using a thematic approach. This study revealed that early grade teachers in
Zimbabwe perceived CSE as essential in empowering early grade children with skills, knowledge, and attitudes
needed to protect them from sexual abuse. However, they were uncomfortable teaching it due to several cultural
restrictions. The teachers felt the need to be supported in the teaching of CSE in early childhood by being
provided with a curriculum, appropriate professional development strategies, and teaching materials. The study
recommends the teaching of CSE at early childhood development level. Parents should be educated on the
significance and objectives of CSE for their children.
