The primary aim of this study was to describe prekindergarten children's uses of written language while they were involved in symbolic play. Data were primarily collected by making videotapes of children's spontaneous symbolic play. Videotapes were supplemented by fieldnotes made by the children's teacher. Additionally, children's written language productions were collected, and teacher's discussions with children further verified the meaning of each child's writings. Analyses of the data were based on Halliday's functional view of language in use. Children's written language productions were classified according to Halliday's typology of seven functions served by language. The children wrote prolifically for instrumental, regulatory, interactional, personal, and informational purposes. They were not observed using the heuristic or imaginative functions of writing. Implications of the findings for teachers and teacher educators are particularized in a set of recommendations. A five-page list of references concludes the document. (Author/RH)