Abstract
Within the context of a praxeological childhood research this article describes the relevance of secrets and secrecy, of secret places and paths, of secret knowledge and secret worlds of four- to six-year-old children. Basing on fundamental similarities it can be distinguished between four typical patterns of orientations relating to secrets: (1) explorations on the border, (2) unfolding imaginary worlds, (3) exclusive knowledge and community of peers and (4) experimental self-representation and empowerment.