Naming private body parts isn’t optional: Why accurate language belongs in personal safety education

Teaching children the correct anatomical names for their private body parts can feel confronting for some adults. Yet evidence and child protection experts continue to point to the same conclusion: accurate language supports children’s safety, health and autonomy and reduces the secrecy and shame that can prevent children from speaking up.

 

Bravehearts Identifying Body Parts and Personal Safety Education briefing paper outlines that teaching correct terminology (for example, vulva, vagina, penis, testicles, buttocks and breasts) is a foundational element of personal safety education. The paper links accurate language with clearer communication, reduced stigma, stronger body autonomy and better long-term health literacy. 

 

For Australian early childhood education and care (ECEC) services, this is not an “extra” topic. It sits squarely within the sector’s responsibility to protect children from harm and to support children’s developing competence, confidence and wellbeing. 

 

Why accurate terms matter in early childhood settings

 

1) Clear communication supports child safety

 

Bravehearts notes that when children rely on euphemisms or vague phrases such as “down there”, adults can misunderstand, minimise or miss important information. Accurate anatomical language helps children describe their bodies and communicate concerns without ambiguity, particularly in situations involving inappropriate or harmful contact. 

 

In practical terms, accurate language can strengthen the quality of information available to educators, families and professionals when a child raises a concern. It can also support educators to respond appropriately and follow service procedures and jurisdictional reporting obligations.

 

2) Reducing shame strengthens disclosure pathways

 

The briefing paper highlights that discomfort and taboos around naming body parts can teach children that certain parts of the body are “unspeakable”, which may create shame or embarrassment and reduce help-seeking.

 

Bravehearts highlights that judgement-free, straightforward language reduces secrecy and supports children to talk openly about their bodies. 

 

In ECEC settings, normalising body-part language can be as simple as using correct words during toileting, nappy changes, discussions about injuries, or when responding to children’s questions, without embarrassment, jokes or avoidance.

 

3) Correct terminology supports body autonomy and boundaries

 

Bravehearts links anatomical knowledge with children’s developing understanding of body ownership and personal boundaries. Knowing the names of private body parts can help children understand what “private” means, what kinds of touch may be appropriate for example, health care with a trusted adult present, and that the child’s body belongs to them. 

 

This aligns with early learning goals that support children to develop strategies for personal safety and wellbeing. 

 

4) Health literacy begins early

 

The paper also points to a health benefit: when children can accurately describe pain, discomfort or changes in their bodies, adults and health professionals can respond more effectively. Over time, early accuracy creates a foundation for later learning about puberty, consent, health and wellbeing. 

 

What this means under the National Quality Framework

 

Child safety responsibilities are explicit across the National Quality Framework.

 

• Quality Area 2 focuses on safeguarding and promoting children’s health and safety and protecting children from harm. 
• As of 1 January 2026, Element 2.2.3 Child Safety and Protection requires that management, educators and staff understand their roles and responsibilities, including identifying and responding to children at risk of abuse or neglect.
• Regulation 84 requires nominated supervisors and educators to be aware of child protection law and their obligations. 

 

Accurate anatomical language is not a replacement for child safe policies, supervision, and adult training. It is one practical, developmentally appropriate strategy that can strengthen a culture of safety, alongside educator capability and service systems.

 

Practice guidance for educators and leaders

 

Bravehearts’ position paper recommends four key approaches: consistent use of accurate anatomical terms, open and judgement-free dialogue, teaching body autonomy and boundaries, and normalising safety and reporting. 

 

The following practices translate those principles into day-to-day ECEC contexts:

 

• Model correct terms in routine moments including toileting, hygiene, injuries, changing clothes, discussion of bodies in books and play. 
• Use a calm tone and matter-of-fact delivery, the same way other body parts are named.

 

Create “questions welcome” culture

 

• Treat children’s questions about bodies as learning moments, not disruptions. Bravehearts recommends honest, age-appropriate responses and gentle correction rather than shame. 
• Ensure educator confidence through shared language expectations, agreed scripts, and professional learning.

 

Teach private body parts, boundaries and help-seeking together

 

Accurate terms are most protective when paired with clear boundary teaching. Bravehearts recommends linking anatomical knowledge to concepts of personal space, consent and body autonomy. 

 

In early childhood settings, this can include:

 

• “Your body belongs to you.” 
• “Private body parts are covered by underwear.” Noting that children’s bodies differ and inclusive language matters.
• “It’s OK to say ‘no’ to unwanted touches.” 
• “There are times a doctor might need to check your private parts to keep you healthy, and a trusted adult should be there.” 
• “If something feels unsafe or confusing, tell a trusted adult.”

 

Normalise reporting as an everyday skill

 

Bravehearts recommends making conversations about feelings, safety and boundaries routine, so children see help-seeking as normal.

 

This can be supported through:

 

• regular check-in language, “How did that feel?” “Did anything feel unsafe?”
• consistent identification of trusted adults in the service
• clear, calm educator responses when children disclose information, while following service procedures and legal obligations.

Partner with families, with respect and clarity

 

Some families may feel unsure about anatomical language, or may have cultural beliefs that shape how bodies are discussed. A respectful approach includes:

 

• explaining the service’s rationale and obligations under the NQF, including child safety responsibilities) 
• sharing agreed terminology and how it is used in context
• providing evidence-based resources (including Bravehearts material) 
• inviting questions and responding without judgement.

 

Personal safety education in early childhood is not about introducing adult concepts. It is about building children’s practical understanding of their bodies, boundaries, and help-seeking, through language children can use.

 

Bravehearts’ key message is straightforward: teaching correct anatomical terms is far more than a linguistic choice. It is a protective practice that supports children’s dignity, wellbeing and safety.

 

References and key sources:

 

• Bravehearts Briefing Paper: Identifying Body Parts and Personal Safety Education
• National Quality Standard – Quality Area 2: Children’s health and safety
• Education and Care Services National Regulations – Regulation 84 Awareness of child protection law
• ACECQA. Belonging, Being & Becoming: The Early Years Learning Framework for Australia (V2.0)
• Australian Government. National Principles for Child Safe Organisations