This paper (or presentation) is centred on a project in Scandinavian pre-schools and studies ways in which young children brings philosophical themes from picture books into their own play. The paper explores three aspects of learning that goes on in these contexts: First, how children, like recent literary humanist (Harrison 2015, Gaskin 2014, Gibson 2007), can use fiction, as an extra- realistic space, to engage in philosophical investigations and create philosophical experiences about life. Second, the paper account for the role of the non-instrumental ways in which children’s play with themes from the picture books. Third, the paper accounts for ways in which the children in the project play with rather than discuss or systematically explore philosophical themes. This way of philosophizing by playing in fictitious spaces is related to Wittgenstein’s ways of “imagining possibilities” through fictitious examples as a method of making philosophy a form of grammatical investigations (Savickey 2011, 2015). The paper concludes in a discussion of what an epistemology of learning philosophy can consist in by sketching out an epistemology of play emerging in the encounter with children’s play with fictitious themes. Moreover, this epistemological sketch demonstrate how philosophy can inform pedagogical encounters with children’s play readings of literature at the same time as children play with philosophical themes in fictitious spaces transforms the same philosophical accounts. The paper shows how childhood speaks back to philosophy (Kohan 2014).