The two main aims of my research have been: a) to explore, identify and characterise children’s knowledge regarding human death; b) to explore the interphase zone where different relations are established between children’s knowledge and peer-group beliefs, through a study of knowledge on human death. The fundamental theoretical framework for this project was genetic psychology in its “critical” version. The sample (n=120, non-probabilistic) was conformed by 60 parents and 60 children from 5 to 10 years of age, from atheist, agnostic and religious families, and from middle-class sectors from Argentina. We have adopted a qualitative methodological orientation, for the design of an empirical, transversal, developmental and non-experimental study, integrating some quantitative indicators. For the study, we created two models of semi-structured interviews for children and for their parents, after the adjustments allowed by a 5-phase pilot study. We thus built a system of categories, codes and sub-codes for the data treatment. Some of the conclusions we have come to have been that: a) death does not constitute a notion in itself, rather a set of notions of different kinds, a “zone” of objects, social meaning and values; b) knowledge regarding human death is not limited to the comprehension of the biological domain, but entails a process of meaning-making on the “moment of the reasons of occurrence” (the reasons for the death to occur) and the “moment after death” (what happens after); thus, contextual beliefs (particularly, religious beliefs) are not reduced or depend on beliefs regarding biology; c) the comprehension of death does not mirror the comprehension of life as it is only later in development that both kinds of knowledge systems relate; d) the child from early on believes death is a “space”, and defines it topologically; this belief is conserved throughout development and within more sophisticated belief systems; e) this “spacialization” of death corresponds to a distribution of the possible, the impossible and the necessary, defining particular legalities for the world and the entities; f) parental beliefs and values favour and restrict the participation of certain child representations; g) the belief systems participating in a zone of knowledge regarding death appear polyphasic: they do not move forward as a whole towards the progressive elimination of contradiction.