This study focuses on children's reflectiveness about their drawings, and on the effect of other children's presence on the drawer's verbalizations about the drawing process and product. It was hypothesized that children would talk more about their representational efforts in the presence of other children, and that planning and evaluative or critical statements would developmentally emerge later than less reflective types of remarks such as labeling and describing things. The subjects were 21 boys and 13 girls from two age groups (ages 3 years 5 months to 4 years 1 month and 4 years 3 months to 4 years 10 months) of a predominantly middle class preschool. The children drew in groups of three or four in a small room adjacent to the classroom. These drawing sessions were held 10 times, approximately every two weeks throughout the school year. The experimenter made an open-ended suggestion for the topic of the drawing, which was always something the children all had done during the week. The sessions were recorded on audiotape and coded from the tape by one of two observers who was present during the drawing periods. Peer drawing sessions revealed a greater diversity of commentary than solitary interviews with children. Both age groups used many labeling and descriptive statements in reference to their drawings, but only the older children showed a significant level of planning, self-evaluative, or peer-evaluative statements. In general, planning and evaluation were either both present or both absent. (Author/SS)