Event cognition is a rapidly developing and promising research area. Meanwhile, some domains are not considered in detail in this scope. In particular, event cognition is not precisely explored from the perspective of cognitive development. In this paper, we compare the capacity to cut a visual narrative into events for kindergarten students, primary school students, high school students and adults. “The pear film” by W. Chafe (1975) is used as the material for our experiment. We also examine a correlation between event comprehension and other cognitive skills for primary school students. Our work provides clear evidence that, in contrast with high school students and adults, kindergarten students and primary school students perceive visual narrative on the surface level.