Children's knowledge of daily events in full-day child care was assessed. Interviews with 14 children produced spontaneous narratives that revealed script-like knowledge of the child care day, including events such as indoor play, outdoor play, breakfast, lunch, nap, and snack. Younger children reported a smaller number of events in their narratives. All children reported more events when provided with probes about expected events, and language forms used by children reflected a sense of regular, ongoing activity. Findings were seen to relate to the project of documenting child care experience from the perspective of participating children. (Author/RH)