Contextual knowledge (scripts) about familiar situations make adults’ action planning faster and more efficient. To date, there is a lack of studies investigating the influence of contextual knowledge on kinematic measures related to children's action planning. Accordingly, we examined 20 6-year-olds using a 3-D motion capture system in an object transport task under varying instructions specifying contextual information to different degrees. Thus, children had either to simply transfer objects from one table to another table (no script information), to “set the table” (script information) or to arrange objects in a line (complexity control). In addition, we used two different stimulus sets, one semantically related (e.g., fork, cup) and the other semantically unrelated (e.g., toothbrush, hairbrush) to table setting, with two identical shared objects, namely a bowl and a spoon. We assumed that the table-setting instruction and the semantically related set would facilitate action planning, and would result in an earlier maximum hand speed and lower number of movement units during the reaching phase for the bowl and the spoon. As predicted, children produced fewer movement units with the semantically related set than with the unrelated set. In the table-setting task the maximum hand speed was reached significantly earlier than under the other instruction conditions. The results confirm our assumption that both the contextual knowledge and information conveyed by the stimulus set can facilitate action planning. Context thus appears to influence action planning in 6-year-olds.