Stage 6–9 years: school age, modesty, and exploration of the body

Characteristics of Psychosexual Development During School Age

Between the ages of six and nine, children transition into a stage characterized by relative hormonal calm and a marked interest focused on their social, athletic, artistic, and academic environments.

During this period of schooling, manifestations of psychosexual development do not disappear but rather transform, expressing themselves less spontaneously than in the preschool phase.

Children’s curiosity shifts toward exploring how the outside world and their own bodies function.

Likewise, the permanence of sex is definitively established, as children come to understand that being anatomically male or female is permanent and independent of clothing or hairstyle.

It is very common to observe gender segregation in group play, where boys and girls prefer to interact primarily with peers of the same gender, thereby reinforcing their social identity within their peer group.

The emergence of modesty and the search for privacy

Around the age of seven, a sense of bodily modesty naturally emerges. Gradually, children begin to ask for privacy when bathing, getting dressed, or using the restroom, showing a certain shyness about nudity that they previously displayed without any inhibition.

This search for privacy is a completely normal and desirable sign of maturity that both the family and the school should respect without mockery or overreaction.

At the same time, behaviors such as self-exploration or masturbation cease to occur in the presence of others and are confined to the strictly private sphere.

If such behaviors occur in public places at this age, they should be gently redirected toward the private sphere, while explaining social norms of coexistence and ruling out possible anxiety or risky situations.

Exploration of the Body and Communication with the Environment

Throughout the school years, children’s curiosity turns toward actively exploring human anatomy, health, the origin of life, conception, and pregnancy.

It is common for them to consult dictionaries, encyclopedias, or illustrated books to discover the exact meaning of sexually charged words or colloquial terms they hear in their school environment.

In this ongoing process, the role of adult caregivers is to provide truthful, brief, and precise answers, always using correct anatomical terminology such as penis, testicles, buttocks, vulva, and vagina.

Withholding information or reacting angrily to the use of vulgar language breeds mistrust and hinders open communication.

Self-Care and Risk Prevention Tools

Finally, it is essential to reinforce self-care and prevention skills at home and at school.

It is essential to teach schoolchildren to distinguish between appropriate and inappropriate contact, to defend their personal space, and to recognize that no one is allowed to touch their private parts.

Likewise, children should be actively taught the difference between appropriate secrets and inappropriate secrets that cause emotional distress, encouraging them to effectively practice saying “no,” walking away, and seeking immediate help from trusted adults they can rely on.

Summary

During the school-age years from six to nine, gender identity becomes established, and curiosity shifts toward exploring the environment, with gender segregation frequently occurring in group play.

The spontaneous emergence of bodily modesty requires adults to respect children’s privacy. Likewise, self-exploration behaviors should be redirected to the private sphere through calm, respectful guidance free from reproach.

Sex education requires using correct anatomical terminology, providing accurate explanations, and strengthening self-care skills—teaching children to set physical boundaries, reject inappropriate contact, and turn to trusted adults in the event of any danger.