A videotape of one student, "Eric," age three years, engaged in dialogue with his teacher about a picture he has drawn, clearly demonstrates the rich language learning opportunities that language encounters on the topic of a student's art work provide for both the child and the teacher. In this encounter, Eric is able to convey affective feelings as well as cognitive understandings in his oral and written language. In addition, Eric is actively participating as a maker of meaning and continuing to learn about language and the use of other sign systems by using them in a meaningful situation. The teacher is not directing the learning but instead is learning what Eric knew from entering into dialogue, guiding him through questioning, and by observing his actions. This kind of learning event has significant potential because it allows the teacher to become part of the child's meaning making and to use the experience as she guides and extends future events using language and art in generating meaning. (ARH)