This study focused on the issue of whether "scripts" guide children's comprehension and recall of stories. Two groups of kindergarten and second-grade children (N=48) from middle class elementary school districts were told two stories about typical events in the life of a young child (eating dinner and going to bed). Children were asked to recall events in each story. Story recall was analyzed in terms of a "script" model and contrasted with the frequency of recall of designated core events and other logically consistent, supporting filler events. The use of two age groups permitted the testing of developmental changes in use of "scripts" and the evaluating of egocentric interferences and difficulty in sequencing ability. The major findings were that structural importance and not serial position guided recall; children were able to sequence properly with few idiosyncratic interferences; younger children recalled main events as well as older children; and recall for filler events improved with age. It was noted that many questions remain unanswered regarding the development and role of "script" knowledge, and that answers to such questions would assist better understanding of young children's cognitive operations. (Author/DB)