In this article we explore the theoretical and experimental field of sharing and of partitive and quotitive division problems, as illustrated by recent studies in this field. The purpose was to explain and justify the utility of presenting quotitive division problems, accompanied by graphical representations, to young children. The current study presents six problems suggested to children of five- to six and a half-years-old within the framework of an empirical study. The studies prove that quotitive division is accessible to young children. The manipulation of graphical representations in order to solve these problems proves to be more efficient than the oral presentation of the problems. (Contains 5 figures, 3 tables, and 1 note.)