The knowledge system of the young child is considered script-based, where script is used (in the Schank and Abelson 1977 sense) as a frame defining an expected sequence of actions in a given context involving props, scenes, and actors. This study was concerned with how scripts may be influenced by the structure of different events and the child's experience with them. Forty children, ranging in age from 2 years, 11 months to 5 years, 6 months, divided into younger (under 4,5) and older (over 4,5) groups, reported twice on 6 events selected to reflect differences in familiarity, social character, centrality of child's role, affectivity, and the basis for and variability in the temporal structure. Examples of events were: getting dressed in the morning, making cookies, going to the grocery store, going to a restaurant, going to a birthday party, and having a fire drill. Results indicated that older children reported more acts, and events low in personal involvement and/or familiarity elicited less output. There was no overall age difference for act consistency; however, there were age differences for individual events due to amount of child responsibility in events and event complexity. Both groups showed few errors on act sequence consistency. Temporal terms were apparently used by younger children only when temporal structure was compelling, while older children used temporal terms for all events. (Author/MP)