The study examined development of competence in use of spatial informations among high and low experientially deprived children in terms of the component processes of perceptual identification, encoding and decoding. The results indicated that the competence in use of spatial informations increased with age and deprivation had adverse effects on development of this competence with relatively greater effect for younger children. It was also found that competence in perceptual identification was attained earlier followed by decoding and encoding, respectively. Finally, the discrepancy in performance across coding conditions decreased with increasing age. It was concluded that experiential deprivation interferes with development of spatial representations and the extent of its effect depends upon developmental stage as well as task demands.