Using Tough's hierarchical analysis of language functions, uses, and strategies, this study found developmental differences in the communicative functions and strategies used by preschoolers in their conversations with one another. At three, the most important communicative functions were to verbally master information about the environment (interpretativefunction) and to express one's needs and ideas (relationalfunction). Interpretative strategies included labelling and elaboration of detail, which enabled children to explore their environment through verbal means. Relational strategies reflected the child's egocentrism since 75% of those strategies were self‐emphasizing strategies. At four, a major developmental shift occurred, withthe projectivefunction becoming most important, followed by therelationalfunction. Withinthe projectivefunction, imaginating strategies enabled children to create new roles and contexts for their play. Both imaginating and relational strategies incorporated increasingly adaptive communication directed toward others. Generally it was found that females appeared to develop language strategies (utilized by both sexes) earlier than males, and achieved a more advanced level of cognitive complexity and communicative adaptability in their relational and projective strategie