The early childhood period is a critically valuable stage of development during which children’s bodily awareness evolves, they explore themselves and their environment, and foundational social and emotional skills take shape. In this phase, the building blocks of children’s sexual identity are established, while concurrently the concept of privacy begins to emerge. In particular, the supportive guidance, transparent communication, and positive attitudes of parents are instrumental in the formation of privacy consciousness.
1. Developmental Characteristics of Sexual Development (Ages 2 to 6) Children’s sexual development is an integral part of their process of recognizing and understanding their bodies. This development exhibits different manifestations depending on age. In the 2–6 year range, children’s behaviors typically stem from curiosity, observation, and exploration. These behaviors are not motivated by any sexual orientation but rather by developmental needs and the intrinsic desire to learn and comprehend.
● Ages 2 to 3
During toilet training, children may begin to develop initial awareness of their sexual body parts. Transitioning away from diapers and establishing toileting routines can lead children to show greater interest in their bodies. As they progressively learn the names and positions of body parts such as hands, feet, and noses, they may also explore their genitals in a natural manner.
● Ages 4 to 6
This age span marks a period of accelerated growth in bodily consciousness and gender differentiation. Children begin to observe the physical differences between their own bodies and others’ and may articulate gender distinctions. Their understanding of such differentiation is based less on biological insight and more on physical attributes they notice. Children might use expressions such as “I am a girl” or “I am a boy.” In this period, they may pose many questions and engage in discussions about these topics. Bodily exploration behaviors such as touching, observing, or wanting to see others’ bodies may also present.
2. Privacy Awareness and Education Privacy awareness refers to fostering in children an understanding of personal boundaries, enabling them to make decisions about their own body, to define and maintain limits, and to build resilience—all without being overwhelmed by anxiety. The objective is to raise individuals who are empowered, self-aware, capable of boundary-setting, respectful of others’ limits, and dispositionally open to development (Eraslan et al., 2023).
The primary goals of privacy education include:
• Supporting the development of bodily awareness
• Facilitating recognition of private body parts
• Empowering children to protect their own boundaries and respect others’
• Enabling them to distinguish inappropriate contact and to say “no”
• Helping them to identify trusted individuals and to request assistance when necessary
By respecting children’s privacy and adopting appropriate attitudes and behaviors, caregivers contribute to the early formation of privacy consciousness. Teaching both the safeguarding of one’s own boundaries and respect for others’ is foundational to this process. Imparting a sense of strength and validating children’s desires and expressions reinforce their capacity to refuse unwanted interactions, thereby making their innate ability to say “no” more functional.
-Using Correct Terms to Introduce Private Regions
It is essential, during this developmental period, to teach children that certain body parts are “private.” When explaining anatomy, genital organs should also be labeled with accurate terms (for example: “vagina,” “penis,”). Employing anatomically correct language supports a child’s ability to understand their body thoroughly and to describe experiences accurately in the future.
-Teaching Consent, Permission, and Refusal
From an early age, children should be informed that they have the inherent right to refuse unwanted interactions. This instruction is critical both for their own boundary protection and for learning to respect others’. Example: “If someone wants to hug you and you don’t want to, you do not have to agree.” Similarly, children must also learn that before touching others, they should obtain permission.
-Clarifying Good and Bad Touches
Children should be taught to understand that good touches are affectionate, comforting, and pleasant, whereas bad touches are those that cause discomfort, fear, or distress. They should also be encouraged to report any bad touches to you or another trusted adult. At this point, caregivers can identify trusted individuals in the child’s life and explain that in contexts such as changing clothes, personal hygiene, toileting, or medical exams, some touches may be necessary—and clarify why.
–Modeling Privacy in Daily Life
Privacy education should not be limited to verbal instruction; it must be embodied through consistent daily behaviors. Children learn by observation. Behaviors such as closing the door while dressing or respecting private spaces during toileting provide concrete examples. Because children internalize what they see, caregivers’ attitudes toward privacy become significant guides.
