Abstract
Perhaps because of its relationship to educational activities, the vocabulary of children has been of great importance to the educator. One of the most significant studies was conducted by the Child Study Committee of the International Kindergarten Union1* in 1928. A word list of 2,596 words was compiled by making a frequency list from 893,266 running words spoken by kindergarten children and recorded by members of the committee. In 1960 the International Kindergarten Study was replicated by Kolson.2 This paper is based on the data gathered during the 1960 study.
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