A hallmark of human cognition is the capacity to think about observable experience in ways that are nonobvious-from scientific concepts (genes, molecules) to everyday understandings (germs, soul). Where does this capacity come from, and how does it develop? I propose that, contrary to what is classically assumed, young children often extend beyond the tangible "here-and-now" to think about hidden, invisible, abstract, or nonpresent entities. I review examples from three lines of research: essentialism, generic language, and object history. These findings suggest that, in some respects, the standard developmental story may be backward: for young humans, going beyond the obvious can be easy, and sticking with the here-and-now can be a challenge. I discuss the implications for how children learn, what is basic in human thought, and how tendencies that make us so smart and sophisticated can also be sources of distortion and bias. (PsycInfo Database Record (c) 2023 APA, all rights reserved).