The purpose of this study was to collect data from which the cognitive processes of the prekindergarten child could be analyzed. The study population consisted of 53 subjects, 3-1/2-4-1/2 years old. Kindergarten Evaluation of Learning Potential (KELP) was used to obtain data. The learning theory on which KELP is based postulates associative, conceptual and creative self-direction levels of learning. The study ran for 12 weeks. Each subject interacted with KELP approximately 20 minutes daily. It was hypothesized there would be no significant difference in the three levels of learning between (1) boys and girls in the experimental groups; (2) younger and older children in the experimental groups; and (3) kindergarten and prekindergarten children. There was significance at the .01 level between: (1) boys and girls in associative learning; (2) younger (3-1/2 - 4 years) and older (4 - 4-1/2 years) children in associative and conceptual learning; and (3) kindergarten and prekindergarten children in all levels of learning. This study indicates the ability to conceptualize preacademic skills is significantly better established at 4-1/2 years than at 4 years. This conclusion supports Piaget's theory that children develop the ability to generalize at about age 4. (Author)