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One of things we all interested in as human beings is where our sexual attitudes, preferences, and desires come from, and why the particular form of sexual expression that we have as adults has developed so individually in each one of us.

The answer is of course that it's a combination of genetics and social development.

When you think about it, every child starts from the same place that his mother and father started from as a single fertilized egg.

There are those who believe the influence of the uterine environment can affect the emotions and feelings of a child: this is probably true, but we know for sure that the experiences which a child has after birth are extremely important in forming all kinds of dynamics around relationships later in life, including sexual relationships, with the people around the person concerned.

It's also important to remember that sex and gender influence a child right from the start: as a sexual being, it's inevitable that simply being born into an environment where there are different genders and sexual expressions will produce sexual interest or activity of one kind or another.

Certainly, children's interest in sex is innocent, and centers on the exploration of difference between the two genders as well as the exploration of the child's own sexual organs.

When sexual desire begins to develop at the time of puberty, an awareness of sex may come for the first time, while for others the awareness of sex as a part of life may be greatly intensified.

It's wrong to assume that sexual influences are just present from puberty onwards: so the earlier that sex education takes place, the better for the child's well-being.

Certainly sexual activity and exploration are an essential part of life, as are the feelings that arise from awareness of sexual activity and awareness of an identity in the male or female gender.

The exploration of psychological and physiological aspects of sex are so intertwined that in practice they difficult to separate more often than not, doctors, sex educators and teachers regard them as separate as indeed do parents.

It's understandable why this happens, because it's easier and more convenient for those around a developing adolescent to treat physiological sexual development and psychological development as separate events.

Maybe that's why physiological developments are dealt with in sex education classes but the emotional or psychological effects of sexual development are regarded as something the individual must work out for him or herself.

For example, when you are being educated in sex, I suspect that nobody ever told you that sex was fun, as well as having a function (making babies)! And yet, you know, every child wants to know where he came from.

Such curiosity deserves respect, and also deserves to be treated seriously in a way that the child can appreciate and understand when an explanation is offered.


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