Play and language development were compared in four normally developing preschoolers and five language-delayed children (2.5-6 years old). Ss were administered a scale which assessed play, language, and drawing stages. Data were graphed and studied in terms of distribution and level of function across the three symbolic function areas (play, language, and drawing). Findings revealed that language-delayed Ss demonstrated delays in the three areas. Their performance patterns suggested that language lagged at least 6 months behind their play and drawing behaviors. The finding that language-delayed Ss may possess representational skills in play and drawing equal to or above their language function suggested that play and drawing may be ways to help improve language function. Implications are noted for the next phase of the project. (CL)