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Abstract

The text deals with the counterfactual thinking of preschool children. The theoretical justification for the research can be found in the nativist concepts of Alan Leslie and Alison Gopnik, which assumes that even very young children have a natural ability to accept the strangest creations of the imagination and to connect them together into one amazing whole. During the research, recognizing children’s metaphorical meanings required me to act as an interpretively involved observer-as-participant. In doing so, educational interventions enabled me to be situated within the observed phenomena, in close relationship with the children being studied. The observation, meanwhile, embraced the spontaneous activities of the children engaged in symbolic playing and the effect of these activities (mainly artistic concretizations). The liberation of counterfactual thinking in preschoolers being induced with literary texts. The collected material has allowed me to draw conclusions applicable to educational practice.
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