In order to investigate the hypothesis that the conceptualization of sequence precedes that of simultaneity in child development, and to explore the use of elicited imitation in studying lexical acquisition, 32 subjects between 3 and 5 years of age were asked to verbally imitate a list of sentences. The constructions combined simple and reverse sequentiality and simultaneity, and responses were ranked by their correctness. The data suggest that children acquire reference to time first by simple sequentiality, then by reversal of event order with the appropriate sentence construction, and last by simultaneity. The use of verbal imitation of some complexity may also be a valuable instrument in the study of child language. Further investigation into the child's use of meanings together with semantic strategies is indicated. (MSE)