The purpose of this study was to describe the function-form relationships in a child's developing language by establishing a methodology for examining the child's early propositions and the predications which express them, identifying the points in the syntactic hierarchy at which different "meanings" are encoded, and investigating the relationships between predicational structures and conceptual constructs. A child named Augusta was studied intensively from her eighteenth month through her thirty-first month, and her spontaneous utterances were analyzed for syntax, sentence-type, and propositional construct-type. Findings were that the child initially used specific words and/or constructions in specific positions to express particular "meanings"; each of these form-meaning composites initially had one or two functions but later generalized to a number of different functions; and each propositional construct-type had different syntactic realizations. The conclusion was reached that the development of predicational structures can be more precisely described by the analysis used here than by syntactic analysis alone. (Author/RB)