A recent graphic schemas account of drawing development that emphasizes the appropriation of graphic conventions has provided an alternative to constructivist theories, which have viewed development as a progression through universal stages. The present study addresses the limitations of this account by investigating younger children than have usually been studied, and by examining specific behaviours that may contribute to the appropriation of drawing conventions during mother-child social interaction. Toddlers and their mothers participated in an open-ended drawing task and a structured copying task. Mothers also completed a questionnaire regarding their beliefs about drawing. Variations in dyadic interactions were related to children's ages, task constraints, and maternal beliefs about drawing development. For example, older children and their mothers used semantics-related speech to a greater extent than younger children and their mothers. Some behaviours were more prevalent during the open-ended task (maternal assistance), and others were more prevalent during the structured task (e.g. maternal demonstrations). Several maternal behaviours also varied according to mothers' beliefs about drawing development.