For young children of 3 years, relational reasoning, as when children are asked to recognize the commonality of a type of spatial configuration between two objects, remains a challenging skill. Children are biased to match on the entities of a relation, such as the objects in a spatial array, over the type of spatial configuration. One tool for overcoming this difficulty has been the use of relational labels, which have been shown to be direct powerful tools - capable of drawing attention to subsurface relational structure (Loewenstein & Gentner, 2005). As young as 18 months, children benefit from hearing a relational term, such as a spatial locative term (Casasola, 2005), shifting from encoding only the objects to instead attending to the type of spatial relation between those objects. This pilot study examines the effectiveness of relational labels, specifically the spatial labels of “Left,” “Middle,” and “Right”, when young children are tasked with encoding a relational structure and transferring it from the digital to the physical world. Results are compared with children’s comprehension of the labels, and suggestions for further work are made.