Protecting children: How can early childhood educators contribute to the prevention of intrafamilial sexual abuse?

Children aged six and under are particularly vulnerable to sexual abuse. At this age, children often do not recognize that they are victims of sexual abuse1. In Quebec, young children represent 10% of sexual abuse victims in the general population2. These alarming figures highlight the importance of providing tools to prevent sexual abuse among children in this age group, particularly by equipping the adults who surround them, such as early childhood educators.

In children, sexual abuse refers to any act of a sexual nature and may include intrusive behaviors or inappropriate touching, as well as non-contact behaviors such as voyeurism, the production of child pornography, or exhibitionism3. Intrafamilial sexual abuse occurs when the perpetrator is a member of the victim’s family, with or without a biological relationship4. Nearly one-third of sexual abuse cases involving children occur in this context5. For young children, staff members working in daycare centers and early childhood education settings play a crucial role, as they often constitute the only trusted adults to whom children can confide outside of their family6.

Because young children interact with very few adults outside their family circle7, early childhood educators play a key role when a disclosure occurs3. This article presents the specific characteristics of disclosure in children, signs that may help identify a child victim, and avenues to strengthen prevention efforts. 

Disclosure

Disclosing sexual abuse is never easy. Many individuals remain silent due to feelings of guilt or shame, fear of not being believed, or concern about negative reactions from their surroundings8. Others do not know whom to turn to, as sexuality remains a taboo topic in our society9. These barriers hinder disclosure for most victims, and even more so for young children, particularly when the perpetrator is a family member. 

Indeed, most victims of intrafamilial sexual abuse disclose the violence in adulthood8. Among children under the age of eleven in Quebec, half of disclosures to the police occur more than one year after the offense10. The secrecy surrounding the abuse can also be explained by the attachment bond between the victim and the perpetrator, a particularly significant barrier for children who depend on adults for care7. Furthermore, when a parent is the perpetrator, the child may feel a need to protect them, which can lead to silence6, 7. Due to limited cognitive resources to understand the world and others’ actions, children may also attribute responsibility for the abuse to themselves rather than perceiving the parent as a malicious person6. In this context, it becomes especially difficult for a child to recognize the violence they are experiencing11. 

Immaturity of the brain’s development further complicates disclosure, as children do not always possess the language skills required to express themselves or the capacity to grasp the complexity and severity of the situation6. In addition, many young children have not received sexual education addressing consent and therefore lack the reference points needed to recognize that a behavior is unacceptable12. Without clear explanations regarding bodily boundaries, anatomy, and the right to say no, it becomes difficult for children to understand that they are being abused, which further complicates disclosure13.

The consequences of sexual abuse themselves can hinder disclosure. When a child becomes aware of what they are experiencing, intense emotions such as shame, confusion and guilt may emerge6. These feelings, combined with reactions such as fear or a loss of trust in authority figures, may discourage children from seeking help6.

Signs to observe

In children under the age of six, signs of sexual abuse are difficult to identify: they vary widely from one child to another and may sometimes emerge several years later14. There is no typical profile specific to child victims of sexual abuse, and most victims do not present physical signs15. It is therefore necessary to adopt a careful and nuanced approach when observing unusual behaviors in children.

First, several general signs should be monitored in children: 

• Developmental delays (e.g., delays in language acquisition, toilet training)
• Anger or aggressive behavior
• Post-traumatic stress symptoms (e.g., nightmares, avoidance of situations that may remind the child of the abuse, such as using the bathroom, insomnia, reenactment of the abuse through play)
• Behavioral problems (e.g., self-harm, impulsivity)
• Low self-esteem
• Depressive symptoms (sadness, loss of interest in play, sleep disturbances)
• Anxiety, fear, mistrust
• Social withdrawal behaviors14, 15,16.

In addition, victims may display inappropriate sexual behaviors toward other children, themselves, or objects7, 14,15. However, it is important to remember that some children may exhibit sexualized behaviors – whether problematic or not – without these being necessarily linked to sexual abuse. Before becoming concerned, it is therefore important to consider the context, frequency, and persistence of these behaviors, particularly after early education staff have attempted various intervention strategies with the child14.

Examples of concerning sexualized behaviors in daycare settings among children aged 0 to 6 include:  

• Preferring masturbatory activities over other forms of play
• Insisting on watching other children in the bathroom or while changing
• Attempting to undress children in a manner that exposes them (removing pants, skirts, underwear)
• Touching adults in the genital area or on the chest
• Demonstrating sexual knowledge that is inappropriate for the child’s age, including detailed sensory descriptions (e.g., referring to the smell or taste of a penis)14 

More alarming sexual behaviors that may cause harm include:

• Compulsive masturbation resulting in injuries or lesions
• A pervasive and persistent sexual theme in play
• Disclosure of sexual abuse
• Repeated attempts to touch the genitals of adults or peers or to involve them in sexual activities
• Activities involving penetration with objects, oral sex, or mutual masturbation
• Signs or symptoms of sexually transmitted infections14

Once again, these more severe signs should raise serious concern among daycare staff due to their compulsive, coercive, excessive, secretive, and developmentally inappropriate nature15. 

How can I contribute to the prevention of intrafamilial sexual abuse as an early childhood educator?

Early childhood educators can teach children basic concepts, such as respect for their bodies, privacy, and the fact that no one has the right to touch their private parts6. It is essential to create a caring and supportive environment in which the child feels respected11. The Marie-Vincent Foundation offers various tools through its Lanterne program, specifically designed for professionals working in early childhood education. This program includes training that provides concrete tools to teach these basic concepts in a positive way, from a perspective that promotes egalitarian relationships from a very young age. Topics addressed include the identification and expression of emotions, intimacy, and self-esteem3.

More specifically, educators can explain to children that adults are not allowed to play “games” involving genital areas, that adults cannot force them to keep secrets, and that children are allowed to talk about such situations with one or more trusted adults6. This approach makes it possible to address the topic using references that are appropriate for the child’s age. It is also important to teach children the correct anatomical terms to name their genital organs and other body parts3, as this knowledge constitutes a protective factor against sexual abuse13. Finally, it is preferable to avoid portraying the perpetrator as a “mean stranger”, since sexual abuse is most often committed by a person the child trusts6.

An inadequately handled disclosure may also have negative consequences for the child, particularly by discouraging them from disclosing again in the future11. It is therefore essential that early childhood educators receive appropriate training to know how to respond properly when faced with a disclosure8 *. 

The Marie-Vincent Foundation provides several recommendations for responding appropriately to a child’s disclosure: 

• Remain calm and adopt a nonjudgmental listening attitude to create a safe and supportive environment for the child 

• Reassure the child by expressing that you believe them and that they made the right decision by speaking up

• Encourage the child to express themselves by prioritizing open-ended questions, as they help avoid directing or influencing the child’s account 

• Take immediate notes of the child’s statements to ensure the accuracy of the information that will be reported to the Director of Youth Protection (DYP). In this regard, no promise of confidentiality can be made to a minor, as early youth education staff are legally required to report the situation to the DYP17. 

• Be informed and aware of the complexity of these situations to provide a safe and supportive space for children who choose to disclose6.

*For more information on how to appropriately respond to disclosures, including available training on the topic, you can consult the Marie-Vincent Foundation website.

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