How children learn to organize their daily activities and function in multiple environments is important to our understanding of development. In general, children learn to represent their world through their interaction with both social and physical environments. What happens to the child's understanding of the world when those environments are impoverished? How does an impoverished environment affect the child's ability to function in the larger society? The purpose of this article is to examine the impact of severely impoverished home environments on young children's ability to organize and represent daily routines, using temporal and casual relations.