This paper is about the representations young children spontaneously use when they are solving a combinatorial task. The paper describes connections between the representations used by the children and how they solve the combinatorial task, and considers whether the results from studies regarding representations of quantity also apply to combinatorial tasks. Our results indicate some connections between the representations used and the solutions presented, but these connections do not seem to apply to the results from studies of quantity. Some possible explanations for this are outlined in the paper, but more studies will be needed to further elaborate on these issues.