140 kindergarten children aged 5 to 6 yr. were given 2 -category classification task which could classify based on a criterial dimension or overall similarity, and then probed the categorization modes (analytic and holistic) after reaching each of three criteria of learning (4/4, 8/8, and 8/8 + 16). The stimuli were schematic faces of boys and schematic figures of girls, each of which had four dimensions with only one attribute or those with four different attributes. The analytic mode was used for the four-attribute stimuli more frequently than for the one-attribute stimuli. With increasing criteria of learning, the percentages of the subjects who used the analytic mode increased while those who used the holistic mode decreased. The findings were discussed with reference to children's classification strategies: the perceptual similarity between the sample and learning exemplars, the identity of multiple dimensional values, and the identity of a single dimensional value.