The purpose of the paper is to summarise the data of the vocabulary test repeatedly assigned to the sample of early elementary school age children in the Czech Republic. (The same pupils were monitored in the term of three years - from the third to the fifth class, first grade). It touches the problems of subjective vocabulary arrangement in children, the individual differences in logic structures, associations and mechanisms of children searching for words as well as individual personality differences and family and social background influence on work with words. It also follows differences based on age.
  For the purpose of the research the words were first set to the children without a selection (one after another, the list of non-arranged items). Than they were divided into the groups of the same or similar class (the parts of speech classification first of all, but also on phonetic structure based similarities in children's responses and ways of children's explaining concrete items were taking into an account) and elaborated. The test, inquiring into the individuals'vocabularies, is used in variation that follows: it does not merely count the words recognised, it works with provided definition of each word, including the proper use of the word in sentences, contexts. It is interested in concrete operations with words and their proper definitions more than in searching for the approximate compendium of words that individual knows.
  The contribution also touches the problem of how to interpret correctly what respondents try to say in relationship with what they really mean.