Toddlers use the word "on" to describe a variety of spatial support relationships, not just support from below. An analysis of young children's speech found they used "on" to describe over a dozen different support configurations, including embedded, adhesive, and suspension support. While some uses referred to traditional solid support from below, over half described other force-dynamic relationships between figures and grounds. This suggests children represent the semantics of "on" broadly in terms of spatial relationships rather than privileging just one type of support.