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This study presents a preliminary examination of how children from 4 to 6 begin to understand the essential notion of living thing. To that end, several tasks are proposed to a sample comprised of 82 children enrolled in the second level of Early Education. More specifically, the tasks used to carry out this study were a test related to the understanding of what a living thing is and, additionally, a drawing linked to plant world. The results point out that the process of grasping the concept of living think develops significantly from 5 to 6. Moreover, the data suggests that the comprehension of the notion of living thing evolves constantly during the early childhood and, also, that this cognitive development in not alien to children’s physical, social and cultural experiences that children go through.