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The subject-being approach allows us to speak about the child in the changing world, noting both how the environment impacts personality development and the effect of the child himself on the outside world. The most convenient descriptive design that meets this requirement is psychological boundaries (or the boundaries of “I”). The aim of the study is to describe the development of the phenomenon of children’s boundaries of “I” from the ages of 2 to 7 years old. The longitudinal study was conducted from 2012 to 2017 with the use of qualitative methods: participant observation, simulation (the construction of the house), and case study. The study involved a group of children (14), the composition of which has not changed throughout this period. The dynamic of psychological boundaries is discovered: from physical barriers around their bodies to the labeling of the territory, first physically (pictures, toys, things) to verbally. The research shows that relationships between close people take place at a short distance and the use of destructive methods of protection, and relationships with strangers are characterized by a stronger distancing and constructive ways to protect and control the boundaries of “I”. The psychological boundaries appear as a multifaceted phenomenon which has temporal and spatial length, for alternately finding the “inside” and “outside” of society.