The programs stress the immorality of the physical aspect of child sexual abuse and teach children concrete prevention skills. Preschool-age children cannot intellectually process and use most prevention instruction because of their inability to understand subjective responsibility. Furthermore, many young children are left with feelings of guilt or shame following prevention programming. Since child sexual abuse involves issues not only of physical touching but also of mutuality, power, consent, and exploitation, teachers and day care workers should concentrate on fostering children's moral development by incorporating modeling behavior and regular moral instruction in the classroom. 48 references (Author abstract modified)