This selective review of literature presents research and theory in support of the proposition that language is an essential component of early artistic development, and is crucial to the nature and nurture of visual expression. Young children frequently accompany drawing activities with descriptive, reflective, and social conversation, verbally monitoring, supplementing, and sharing the progress of their marks. In this paper, four themes are discussed: (1) the role of talk in the transition from the nonrepresentational exuberance of early scribbles (marking) to the intentional symbolization of objects and events (drawing); (2) the impact of adult presence and involvement on the drawing processes of young children; (3) the possibility that young children exhibit particular styles of talking about their art; and (4) the recommendations offered by researchers and theorists concerning ways to engage children in dialogue about their art. The review proposes the encouragement of young children's natural tendency to talk about the process of making art as a foundation for teaching art in the early years. Adults' efforts to understand the nature of children's art and further children's development would benefit from recognizing and joining in the dialogue through which children name, ponder, initiate, and pursue the creation of visual form. (RH)