The ability to use analogical reasoning traditionally has been considered a higher-level ability characteristic of thinking of older children and adults. Such reasoning has not been thought to be accessible to younger children. However, recently, it has been suggested that younger children's ability to understand and solve analogical problems might be developed through use of the following interventions: (a) teaching relational familiarity: familiarizing children with the relations upon which analogical reasoning rests, such as causal relations; (b) teaching relational language: teaching children to understand analogical relations through use of language, such as assigning labels and names like daddy, mommy and baby for big, medium, and small, respectively; (c) relational training: training children to understand the relations upon which solutions to analogical problems rely; and (d) teaching comparison across instances: giving children experiences with analogies by exposing them to several examples of analogical problems and their solutions. The purpose of this paper is to review the literature that describes the factors that may interfere with children's ability to solve analogies and the interventions that may improve analogical reasoning ability in young children.