Numeric magnitudes often bias adults' spatial performance. Partly because the direction of this bias (left-to-right versus right-to-left) is culture-specific, it has been assumed that the orientation of spatial-numeric associations is a late development, tied to reading practice or schooling. Challenging this assumption, we found that preschoolers expected numbers to be ordered from left-to-right when they searched for objects in numbered containers, when they counted, and (to a lesser extent) when they added and subtracted. Further, preschoolers who lacked these biases demonstrated more immature, logarithmic representations of numeric value than preschoolers who exhibited the directional bias, suggesting that spatial-numeric associations aid magnitude representations for symbols denoting increasingly large numbers. (author abstract)