Purpose: Place and manner of articulation in American English-learning children's salient consonant-vowel-consonant-vowel (C[subscript 1]VC[subscript 2]V) target words (e.g., "baby," "bunny," and "cookie") were compared with their actual productions of these words. We hypothesized that target words with repeated place and/or manner characteristics in C[subscript 1]VC[subscript 2]V consonant sequences would be matched in children's actual productions more frequently than target words with variegated place and manner sequences. This hypothesis was based on a proposal that children use available production system capacities to produce salient word forms derived from perceptual input on those word forms. Method: Place and manner sequences were analyzed in 2,092 tokens of C[subscript 1]VC[subscript 2]V target words produced by 18 typically developing children in the single-word period. All data were from these children's spontaneous functional speech in a familiar speaking context. Both target word forms and actual child productions of those targets were analyzed. Results: Results indicated that C[subscript 1]VC[subscript 2]V word target sequences predominantly consisted of repetitions in both place and manner of articulation (e.g., labial-labial, stop-stop). Targets with repetitions of consonant sequences were matched more frequently than targets with variegated sequences for both place and manner (e.g., labial-coronal, stop-nasal) in these children's actual productions. Results also indicated that C[subscript 1]VC[subscript 2]V target words beginning with a labial consonant (e.g., "baby," "bunny," and "piggy") were matched in children's actual productions more frequently than words with coronal or dorsal consonant onsets (e.g., "daddy" and "cookie"). Discussion: In C[subscript 1]VC[subscript 2]V word forms, occurring in early output, children's actual productions matched their target word sequences when the words consisted of repeated sequences in both place and manner. These results suggest that salient target words with repeated sequences may help children support increases in their repertoire of meaningful vocalizations during the transition from babbling to meaningful speech.