نبذة مختصرة : The article reports a study where teachers in the preschool class, together with a researcher, incorporate play in teaching. Theoretically, the study builds on Play-Responsive Early Childhood Education and Care (PRECEC). Central to PRECEC is communicative patterns where participants (children and teachers) shift between, and relate, culturally established knowledge (as is), fantasy (as if), and prospective thinking (what if). Data consist of video observations of written language activities. The aim was to contribute knowledge about how pupils can become involved in a letter activity and how prospective thinking is actualized and responded to. The pupils were engaged through imaginatively playing with the idea of how something could be different and thereby become familiar with, and begin to appropriate, the cultural toolbox that the written language constitutes. The result shows how different forms of prospective thinking appear in the activity and how the pupils practice creativity, solve real problems, get involved in problem solving, find their own solutions and formulate new questions and solutions.
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