Infant and Child Sexuality: A Sociological Perspective - Ipce
Infant and Child Sexuality: A Sociological Perspective - Ipce
Infant and Child Sexuality: A Sociological Perspective - Ipce
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I. INFANCY (0-2 YEARS)<br />
There is probably no human activity about which there is greater<br />
curiosity, greater social concern, <strong>and</strong> less knowledge than sexuality,<br />
particularly infant <strong>and</strong> child sexuality. If we ever hope to underst<strong>and</strong><br />
infant <strong>and</strong> child sexuality we must improve on the theoretical <strong>and</strong> conceptual<br />
base, develop testable hypotheses from the different theoretical<br />
systems, <strong>and</strong> carry out the designated research. We especially need<br />
theoretical alternatives to the psychoanalytic theory of infant <strong>and</strong><br />
child sexuality. We have too long been complacent about leaving the explanation<br />
of sexuality of the young to psychoanalysis. Freud (1915) had<br />
no intention that it should be so. He insisted that his conclusions<br />
were based on psychoanalytic investigations alone <strong>and</strong> that these needed<br />
to be amplified by studies in other spheres, including sociology. Freud<br />
himself turned to a sociology of sex in his later years when he gave<br />
much attention to the opposition between civilization <strong>and</strong> the freedom<br />
of sexual expression. (Jones, 1955).<br />
There are currently several theories as to how <strong>and</strong> when human beings<br />
develop sexually <strong>and</strong> arrive at patterns of sexual behavior. From a<br />
physiological point of view, it has been said that preadolescent boys<br />
<strong>and</strong> girls do not desire each other sexually because certain gl<strong>and</strong>s are<br />
not functioning. The testes, for example, after a period of activity<br />
prenatally, enter a period of hormonal quiescence until the onset of<br />
puberty. (Money, 1973). At puberty, when the gl<strong>and</strong>s secrete their hormones,<br />
boys <strong>and</strong> girls awaken sexually <strong>and</strong> have an urge to engage in<br />
sexual activities. Hence, it is because of social restraints that they<br />
do not indulge in sexual license. (Udry, 1966, p. 104). According to<br />
the hormone theory sexual inadequacy, frigidity, <strong>and</strong> impotence are the<br />
result of too few sex hormones, too many, or the wrong kind. (Broderick,<br />
June 1964). Hence, most persons develop this sex urge at puberty<br />
but some develop it abnormally early <strong>and</strong> some develop it abnormally<br />
late or not at all.<br />
According to psychoanalytic theory, the libido, the basic life<br />
force, is present from birth, <strong>and</strong> even the infant has sex needs which<br />
are met in sucking, elimination, or manipulating the sex organs. The<br />
ages seven to eleven are seen as a period of relatively decreased intensity<br />
of the biological drive <strong>and</strong> are referred to as latency. Relieved<br />
from the internal stress <strong>and</strong> conflict occasioned by the severe<br />
internal pressure of the drive, the latency child supposedly busies<br />
himself with learning about the outer world. The vivid fantasy life <strong>and</strong><br />
creativity of childhood is replaced by fact-finding, collecting, the<br />
acquisition of skills, memorization, et cetera. The period from eleven<br />
to thirteen years of age is seen as one of relative peace. But it is<br />
short-lived; indeed it may not in some cases be distinguishable at all.<br />
Preadolescence then anticipates the onrush of intensified sexual drive<br />
for the second time--the first time being during infancy, the second<br />
being at puberty.<br />
The emphasis on latency as well as general disregard of sexuality<br />
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