The paper aims to describe the child’s language in the autobiographical novel “Five Fingers” (Pieci pirksti, 2013) by Māra Zālīte in its derivative and stylistic aspects. The aim determines the tasks to be carried out: 1) to describe Laura’s language as the object of the study, emphasising both the autobiographical and artistic components; 2) to reveal the different variants of antonymy and dichotomy in the philosophical aspect, which are formed in the context of the use of the prefix ne-; 3) to highlight several derivatively unusual or fresh-sounding word groups in which the child’s linguistic creativity is revealed; 4) to draw attention to the stylistic associativity based on polysemy of the word; 5) to give an insight into the humorous stylistics that emerge due to the interpretation of the meaning of unfamiliar words; 6) to mark the presence of mindfulness in the novel as a pervasive motif that links the understanding and perception of language with its continuation in the next novel. The research presented in this paper is based on four methodological approaches. Firstly, the characterisation of the artistic image from the point of view of literary studies and, more specifically, a hermeneutical reading in which the word, sentence, discourse, and text are interpreted and explained in order to form an understanding and comprehension of the social, cultural and existential aspect that has been discovered. Moreover, in the analysis of biographical prose, life writing is an important angle, which means creating a text that focuses on the writer’s own life experience. Secondly, recent research on children’s language in Latvia is needed in order to search for and see parallels between scientifically based descriptions and artistically produced text. Thirdly, a linguistic perspective allows us to discover the lexical, semantic, grammatical, stylistic, and word-building aspects based on contemporary Latvian grammar. The examples selected for the material of this article provide in-depth insights into the derivational and stylistic perspectives. Fourthly, interpretative analysis is also present to a minimal extent, as the case studies are based on statements made by students in the morpho-stylistics study course.